Primary (5-11) PGCE with QTS

Common strands explored throughout the programme and within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

Associate Teachers (ATs) will develop an understanding of the nature and aims of the National Curriculum and/or Early Years Foundation Phase depending on the age-phase in which they are training to teach.  They will consider these documents in relation to breadth, balance and ambition and how pupils and children can be supported to make links between subjects, disciplines and associated areas of learning to ensure that the curriculum is greater than the sum of its parts.  ATs will cover important elements of the legislative and statutory framework relevant to teaching, education and the professional responsibilities (e.g. safeguarding, the
SEND Code of Practice, the promotion of Fundamental British Values, the Equality Act
etc.).  ATs will also cover important aspects of inclusion, the definitions and categories of different pupil needs, including the 4 categories (social, emotional and mental health, sensory and/or physical, communication and interaction, cognition and learning).  Through guided observation, ATs will develop knowledge of how to generate motivation, autonomy, mutual respect and positive relationships with staff and pupils of all kinds and how important a consistent whole-school/institution-wide approach to managing children and pupils' behaviour is to this.  ATs will be expected to demonstrate principles of professionalism and professional behaviours of teachers along with the importance of reading policies, following them and taking appropriate advice and initiative.  ATs will observe and develop their knowledge of the teaching of citizenship and PSHE where relevant and their relationship to the notion of a healthy and socially responsible school/ institutional community as well as the spiritual moral, social and cultural development of pupils and children.  ATs will be supported to manage their workload to ensure there is a productive work/life balance and that proportionate amounts of time are set out for planning, teaching and assessment activities - and recognise the importance of their contribution to the wider life of the school/institution.  Through the guided observation of experts, ATs will develop how to communicate with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.

The module aims to develop:

• ATs' commitment to inclusivity, well-being and safeguarding of children.
• ATs' understanding of the nature and aims of the National Curriculum and Early Years Foundation Stage, depending on the age-phase in which they are training to teach.
• ATs' understanding of legislative and statutory frameworks relevant to teaching, education and the professional responsibilities of teachers.
• ATs' knowledge and understanding of inclusion in all its forms.
• ATs' knowledge of how to generate motivation, autonomy, mutual respect and positive relationships with pupils.
• ATs' understanding of the principles of professionalism and professional behaviours of teachers.
• ATs' knowledge of Citizenship and PHSE, where relevant, and their relationship to the notion of a healthy and socially responsible community.
• ATs' understanding of how to manage their workload to ensure there is a productive work/life balance and the management of their own on-going learning.
• ATs' knowledge of how to communicate with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.

Common strands explored throughout the programme and within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

Associate Teachers (ATs) will develop an understanding of the nature and aims of the National Curriculum and/or Early Years Foundation Phase depending on the age-phase in which they are training to teach.  They will consider these documents in relation to breadth, balance and ambition and how pupils and children can be supported to make links between subjects, disciplines and associated areas of learning to ensure that the curriculum is greater than the sum of its parts.  ATs will cover important elements of the legislative and statutory framework relevant to teaching, education and the professional responsibilities (e.g. safeguarding, the
SEND Code of Practice, the promotion of Fundamental British Values, the Equality Act
etc.).  ATs will also cover important aspects of inclusion, the definitions and categories of different pupil needs, including the 4 categories (social, emotional and mental health, sensory and/or physical, communication and interaction, cognition and learning).  Through guided observation, ATs will develop knowledge of how to generate motivation, autonomy, mutual respect and positive relationships with staff and pupils of all kinds and how important a consistent whole-school/institution-wide approach to managing children and pupils' behaviour is to this.  ATs will be expected to demonstrate principles of professionalism and professional behaviours of teachers along with the importance of reading policies, following them and taking appropriate advice and initiative.  ATs will observe and develop their knowledge of the teaching of citizenship and PSHE where relevant and their relationship to the notion of a healthy and socially responsible school/ institutional community as well as the spiritual moral, social and cultural development of pupils and children.  ATs will be supported to manage their workload to ensure there is a productive work/life balance and that proportionate amounts of time are set out for planning, teaching and assessment activities - and recognise the importance of their contribution to the wider life of the school/institution.  Through the guided observation of experts, ATs will develop how to communicate with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.

The module aims to develop:

• ATs' commitment to inclusivity, well-being and safeguarding of children.
• ATs' understanding of the nature and aims of the National Curriculum and Early Years Foundation Stage, depending on the age-phase in which they are training to teach.
• ATs' understanding of legislative and statutory frameworks relevant to teaching, education and the professional responsibilities of teachers.
• ATs' knowledge and understanding of inclusion in all its forms.
• ATs' knowledge of how to generate motivation, autonomy, mutual respect and positive relationships with pupils.
• ATs' understanding of the principles of professionalism and professional behaviours of teachers.
• ATs' knowledge of Citizenship and PHSE, where relevant, and their relationship to the notion of a healthy and socially responsible community.
• ATs' understanding of how to manage their workload to ensure there is a productive work/life balance and the management of their own on-going learning.
• ATs' knowledge of how to communicate with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.

Associate Teachers (ATs) will be supported to manage their own progress in developing and extending their knowledge and understanding of inclusion in all its forms, the promotion of a positive classroom environment which maximises learning and respects safeguarding and the dignity and diversity of all pupils.  They will also be supported to consistently and confidently plan sequences of lessons which enable the progression of all pupils and engage with colleagues in mutual enquiries to develop the curriculum.  ATs will develop their understanding of the nature and aims of the National Curriculum and/or Early Years Foundation Phase depending on the age-phase in which they are training to teach.  They will consider the practical implications of these documents in relation to breadth, balance and ambition and how pupils and children can be supported to make links between subjects, disciplines and associated areas of learning to ensure that the curriculum is greater than the sum of its parts.  ATs will further develop their understanding of statutory frameworks and legislation in relation to safeguarding, Special Educational Needs, Fundamental British Values
etc.  ATs will develop their understanding of the different types of assessment that can be used with classes to ensure planning is responsive to pupils' and children's needs.  ATs will extend their knowledge of planning and particularly their understanding of how all pupils learn (in general and within specific subjects) and the range of concepts and theories which underpin it.  Also they will extend their knowledge of curricular planning and how coherent sequences of learning can promote learning for all pupils.  ATs will extend their knowledge of how to generate motivation, autonomy, mutual respect and positive relationships with staff and pupils of all kinds and how important a consistent whole-school/institution-wide approach to managing children and pupils' behaviour is to this.  ATs will demonstrate consistently and confidently the principles of professionalism and professional behaviours of teachers along with the importance of reading policies, following them and taking appropriate advice and initiative.  ATs will extend their understanding of citizenship and PSHE where relevant and support a sustainable, healthy and socially responsible school/ institutional community as well as the spiritual moral, social and cultural development of pupils and children.  ATs will manage their workload to sustain a productive work/life balance and that proportionate amounts of time are set out for planning, teaching and assessment activities while contributing to the wider life of the school/institution.  ATs will develop their confidence in communicating with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.

 The module aims to develop and extend:

• ATs' management of their own professional learning, their ability to plan for inclusion, safeguarding, respect for the diversity of pupils and demonstrate professional behaviours of teachers.
• ATs' ability to establish a positive learning environment which generates motivation, autonomy, mutual respect and positive relationships with pupils.
• ATs' understanding of the nature and aims of the National Curriculum and Early Years Foundation Stage, depending on the age-phase in which they are training to teach.
• ATs' understanding of legislative and statutory frameworks relevant to teaching, education and the professional responsibilities of teachers.
• ATs' knowledge and understanding of inclusion and ability to plan for how pupils of all kinds can be supported to develop positive relationships and to access an empowering curriculum.
• ATs' ability to use different types of assessment to ensure planning is responsive to pupils' needs and learning.
• ATs' knowledge of curricular planning and their ability to plan coherent and balanced sequences of learning which promote engagement for all pupils.
• ATs' knowledge of Citizenship and PHSE, where relevant.
• ATs' confidence in communicating with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.

Associate Teachers (ATs) will be supported to manage their own progress in developing and extending their knowledge and understanding of inclusion in all its forms, the promotion of a positive classroom environment which maximises learning and respects safeguarding and the dignity and diversity of all pupils.  They will also be supported to consistently and confidently plan sequences of lessons which enable the progression of all pupils and engage with colleagues in mutual enquiries to develop the curriculum.  ATs will develop their understanding of the nature and aims of the National Curriculum and/or Early Years Foundation Phase depending on the age-phase in which they are training to teach.  They will consider the practical implications of these documents in relation to breadth, balance and ambition and how pupils and children can be supported to make links between subjects, disciplines and associated areas of learning to ensure that the curriculum is greater than the sum of its parts.  ATs will further develop their understanding of statutory frameworks and legislation in relation to safeguarding, Special Educational Needs, Fundamental British Values
etc.  ATs will develop their understanding of the different types of assessment that can be used with classes to ensure planning is responsive to pupils' and children's needs.  ATs will extend their knowledge of planning and particularly their understanding of how all pupils learn (in general and within specific subjects) and the range of concepts and theories which underpin it.  Also they will extend their knowledge of curricular planning and how coherent sequences of learning can promote learning for all pupils.  ATs will extend their knowledge of how to generate motivation, autonomy, mutual respect and positive relationships with staff and pupils of all kinds and how important a consistent whole-school/institution-wide approach to managing children and pupils' behaviour is to this.  ATs will demonstrate consistently and confidently the principles of professionalism and professional behaviours of teachers along with the importance of reading policies, following them and taking appropriate advice and initiative.  ATs will extend their understanding of citizenship and PSHE where relevant and support a sustainable, healthy and socially responsible school/ institutional community as well as the spiritual moral, social and cultural development of pupils and children.  ATs will manage their workload to sustain a productive work/life balance and that proportionate amounts of time are set out for planning, teaching and assessment activities while contributing to the wider life of the school/institution.  ATs will develop their confidence in communicating with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.

 The module aims to develop and extend:

• ATs' management of their own professional learning, their ability to plan for inclusion, safeguarding, respect for the diversity of pupils and demonstrate professional behaviours of teachers.
• ATs' ability to establish a positive learning environment which generates motivation, autonomy, mutual respect and positive relationships with pupils.
• ATs' understanding of the nature and aims of the National Curriculum and Early Years Foundation Stage, depending on the age-phase in which they are training to teach.
• ATs' understanding of legislative and statutory frameworks relevant to teaching, education and the professional responsibilities of teachers.
• ATs' knowledge and understanding of inclusion and ability to plan for how pupils of all kinds can be supported to develop positive relationships and to access an empowering curriculum.
• ATs' ability to use different types of assessment to ensure planning is responsive to pupils' needs and learning.
• ATs' knowledge of curricular planning and their ability to plan coherent and balanced sequences of learning which promote engagement for all pupils.
• ATs' knowledge of Citizenship and PHSE, where relevant.
• ATs' confidence in communicating with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.

This module is underpinned by common strands explored across the programme as a whole.  Within the context of this module, this includes commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module covers important legislative and statutory frameworks which teachers must know and understand (e.g. inter alia those governing safeguarding,
SEND, the promotion of Fundamental British Values, the Equality Act
etc).  Part and parcel with this are issues of race and gender identification, how teachers can promote good behaviour and a positive orientation to learning from pupils, including those from disadvantaged backgrounds or who have diverse needs.  The module also covers the nature and aims of the primary National Curriculum and Early Years Foundation Stage particularly with regard to ambition, and breadth and balance. The ATs will take a holistic view of the curriculum and explore how pupils can be supported to make links between different subjects, areas of learning and disciplines within the curriculum.  The ATs will be introduced to important principles of professionalism and professional behaviours of teachers along with establishing professional relationships with staff and pupils and the importance of reading policies and following them. ATs will be introduced to protocols of data security and for communicating with lay stakeholders, parents and carers in the support of children’s engagement.  The ATs will know and understand the nature and practice of inclusion in all its forms.  ATs will be introduced to Citizenship and PHSE and their relationship to the notion of a healthy and socially responsible school community as well as the Spiritual, Moral, Social and Cultural development of pupils, where appropriate.  ATs will also develop ways to understand how curriculum areas support pupils to develop literacy, reading, writing, oracy and an enjoyment of engaging with text.  ATs will develop their own ability to manage their workload, promptness and punctuality with tasks, resilience and well-being and be able to balance their work/life activities and see the value of contributing to the wider life of school.

ATs will be able to know and understand:

• Sensitivities and respect associated with all aspects of inclusion and the principles underpinning a positive environment for learning respecting of diversity.
• Legislative and statutory frameworks (e.g. inter alia those governing safeguarding,
  SEND, the Promotion of Fundamental British Values, the Equality Act, National Curriculum, Early Years Foundation Stage
  etc). 
• Principles of professionalism and professional behaviours of teachers along with establishing professional relationships with staff and pupils and the importance of reading policies, following them, and taking appropriate initiative. 
• Citizenship and PHSE and their relationship to developing a healthy and socially responsible school community as well as the Spiritual, Moral, Social and Cultural development of pupils. 
• Cross-curriculum linking (for example in the development of pupils' literacy, reading, writing, oracy and an enjoyment of engaging with text)
• Legal and ethical principles behind data security and communication with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.
• How to manage workload to ensure there is a productive work/life balance and that proportionate amounts of time are set out for planning, teaching and assessment activities. ATs will recognise the importance of their contributions to the wider life of the school.

This module is underpinned by common strands explored across the programme as a whole.  Within the context of this module, this includes commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module covers important legislative and statutory frameworks which teachers must know and understand (e.g. inter alia those governing safeguarding,
SEND, the promotion of Fundamental British Values, the Equality Act
etc).  Part and parcel with this are issues of race and gender identification, how teachers can promote good behaviour and a positive orientation to learning from pupils, including those from disadvantaged backgrounds or who have diverse needs.  The module also covers the nature and aims of the primary National Curriculum and Early Years Foundation Stage particularly with regard to ambition, and breadth and balance. The ATs will take a holistic view of the curriculum and explore how pupils can be supported to make links between different subjects, areas of learning and disciplines within the curriculum.  The ATs will be introduced to important principles of professionalism and professional behaviours of teachers along with establishing professional relationships with staff and pupils and the importance of reading policies and following them. ATs will be introduced to protocols of data security and for communicating with lay stakeholders, parents and carers in the support of children’s engagement.  The ATs will know and understand the nature and practice of inclusion in all its forms.  ATs will be introduced to Citizenship and PHSE and their relationship to the notion of a healthy and socially responsible school community as well as the Spiritual, Moral, Social and Cultural development of pupils, where appropriate.  ATs will also develop ways to understand how curriculum areas support pupils to develop literacy, reading, writing, oracy and an enjoyment of engaging with text.  ATs will develop their own ability to manage their workload, promptness and punctuality with tasks, resilience and well-being and be able to balance their work/life activities and see the value of contributing to the wider life of school.

ATs will be able to know and understand:

• Sensitivities and respect associated with all aspects of inclusion and the principles underpinning a positive environment for learning respecting of diversity.
• Legislative and statutory frameworks (e.g. inter alia those governing safeguarding,
  SEND, the Promotion of Fundamental British Values, the Equality Act, National Curriculum, Early Years Foundation Stage
  etc). 
• Principles of professionalism and professional behaviours of teachers along with establishing professional relationships with staff and pupils and the importance of reading policies, following them, and taking appropriate initiative. 
• Citizenship and PHSE and their relationship to developing a healthy and socially responsible school community as well as the Spiritual, Moral, Social and Cultural development of pupils. 
• Cross-curriculum linking (for example in the development of pupils' literacy, reading, writing, oracy and an enjoyment of engaging with text)
• Legal and ethical principles behind data security and communication with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.
• How to manage workload to ensure there is a productive work/life balance and that proportionate amounts of time are set out for planning, teaching and assessment activities. ATs will recognise the importance of their contributions to the wider life of the school.

This module explores the place and nature of English, mathematics and science as core subjects within the National Curriculum Programmes of Study for Key Stages 1 and 2, and as prime and specific areas (where appropriate) within the Early Years Foundation Stage. Associate Teachers begin with their own experiences and attitudes towards learning in these subject areas, and from here, explore how children learn English, mathematics and science, with links to appropriate learning theories. There is a fundamental emphasis on developing the Associate Teachers’ subject, curriculum and pedagogical knowledge so that they are best placed to plan engaging and creative lessons that support progression for all. Alongside this, Associate Teachers consider essential aspects such as behaviour and engagement; inclusive and adaptive practice (including supporting pupils with
SEND and EAL); safeguarding and assessment. Strong links are made between this module and the school based learning modules where subject-specific tasks are set to support and enrich the Associate Teachers’ experiences.

NB: For the Early Years/Primary cohort, there will be a greater emphasis on teaching and learning in the Early Years Foundation Stage and Key Stage 1. For the Primary cohort, there will be greater emphasis on teaching and learning in Key Stages 1 & 2.

Key foci for individual subjects: 

English:

• Spoken English including standard English;
• Reading: Systematic Synthetic phonics as the prime approach to teaching word-reading; reading comprehension;  reading for pleasure;
• Writing: Transcription (spelling and handwriting), composition, vocabulary, grammar  and punctuation;
• Drama conventions;

Mathematics:  

• Number recognition and counting;
• Place value;
• Fractions and decimals;
• Number operations;
• Geometry;
• Algebra;
• Measure;
• Handling Data.

 Science:

• The nature of science and scientific enquiry
• Materials and their Properties
• Earth and Beyond
• Forces
• Sound
• Light
• Electricity
• Life Processes

To equip Associate Teachers with the knowledge, skills and understanding to become confident, passionate and effective teachers of Primary English, mathematics and science.

This module explores the place and nature of English, mathematics and science as core subjects within the National Curriculum Programmes of Study for Key Stages 1 and 2, and as prime and specific areas (where appropriate) within the Early Years Foundation Stage. Associate Teachers begin with their own experiences and attitudes towards learning in these subject areas, and from here, explore how children learn English, mathematics and science, with links to appropriate learning theories. There is a fundamental emphasis on developing the Associate Teachers’ subject, curriculum and pedagogical knowledge so that they are best placed to plan engaging and creative lessons that support progression for all. Alongside this, Associate Teachers consider essential aspects such as behaviour and engagement; inclusive and adaptive practice (including supporting pupils with
SEND and EAL); safeguarding and assessment. Strong links are made between this module and the school based learning modules where subject-specific tasks are set to support and enrich the Associate Teachers’ experiences.

NB: For the Early Years/Primary cohort, there will be a greater emphasis on teaching and learning in the Early Years Foundation Stage and Key Stage 1. For the Primary cohort, there will be greater emphasis on teaching and learning in Key Stages 1 & 2.

Key foci for individual subjects: 

English:

• Spoken English including standard English;
• Reading: Systematic Synthetic phonics as the prime approach to teaching word-reading; reading comprehension;  reading for pleasure;
• Writing: Transcription (spelling and handwriting), composition, vocabulary, grammar  and punctuation;
• Drama conventions;

Mathematics:  

• Number recognition and counting;
• Place value;
• Fractions and decimals;
• Number operations;
• Geometry;
• Algebra;
• Measure;
• Handling Data.

 Science:

• The nature of science and scientific enquiry
• Materials and their Properties
• Earth and Beyond
• Forces
• Sound
• Light
• Electricity
• Life Processes

To equip Associate Teachers with the knowledge, skills and understanding to become confident, passionate and effective teachers of Primary English, mathematics and science.

This module focuses on developing ATs’ domain-specific subject, curriculum and pedagogical knowledge for effective teaching in the Foundation subjects. Tools for subject knowledge auditing will enable ATs to initiate independent research to address gaps in their knowledge.  ATs will be given opportunities to articulate key theoretical concepts related to classroom practice and curriculum design and be able to relate them to Foundation subjects (e.g. scaffolding; using exemplars; analogy; multiple representations; demonstrations and explanations; modelling; working memory; long-term memory; cognitive load; engagement; sequencing; interleaving; interweaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).  ATs will be introduced to the four categories of
SEND (communication, cognitive, emotional, physical) and how these affect decision-making about teaching in the Foundation subjects.  An important focus of this module is to enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in foundation subjects that take into account
SEND, EAL, ACE, BAME pupils and that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds. Intrinsic to this is how pupils’ needs can be discerned from efficient and effective assessment practices (oral, written, self-assessment, peer assessment
etc.) that do not overly burden learners and colleagues.  ATs will also become increasingly confident in the use of subject specific terminology and how to communicate to lay stakeholders (e.g. Classroom Assistants, Parents and Carers) appropriately to co-plan and elicit support for pupils.  The module also encourages ATs to take an increasingly critical approach to practices that serve no evident purposes, or are not evidence-based.  

ATs will be introduced to the following:

• National Curriculum and EYFS statutory frameworks in each subject and relevance to the children’s lives.
• Techniques and resources for the development of ATs’ own subject, curriculum and pedagogical knowledge.
• To acquaint ATs with key pedagogical and curriculum concepts and how they can be practically represented in each Foundation subject curriculum plans.
• To begin to enable ATs to support those with barriers to learning within the subject and consider how to plan for
  SEND, EAL, ACE, BAME pupils in subject specific ‘QFT’.
• To equip ATs with appropriate language to engage with both subject specialist colleagues and lay stakeholders to elicit their support.
• To develop understanding of how what is taught prepares children for life and how the skills will be used
• To enable ATs to model planning that incorporates key theoretical curriculum and pedagogical concepts.  
• To develop ATs’ understanding of assessment within foundation subjects and how it can be used efficiently to demonstrate clear progression of knowledge and skills for EYFS and for National Curriculum year groups.
• To encourage ATs to identify and take an increasingly critical and discerning view of practices that serve limited purpose.

This module focuses on developing ATs’ domain-specific subject, curriculum and pedagogical knowledge for effective teaching in the Foundation subjects. Tools for subject knowledge auditing will enable ATs to initiate independent research to address gaps in their knowledge.  ATs will be given opportunities to articulate key theoretical concepts related to classroom practice and curriculum design and be able to relate them to Foundation subjects (e.g. scaffolding; using exemplars; analogy; multiple representations; demonstrations and explanations; modelling; working memory; long-term memory; cognitive load; engagement; sequencing; interleaving; interweaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).  ATs will be introduced to the four categories of
SEND (communication, cognitive, emotional, physical) and how these affect decision-making about teaching in the Foundation subjects.  An important focus of this module is to enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in foundation subjects that take into account
SEND, EAL, ACE, BAME pupils and that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds. Intrinsic to this is how pupils’ needs can be discerned from efficient and effective assessment practices (oral, written, self-assessment, peer assessment
etc.) that do not overly burden learners and colleagues.  ATs will also become increasingly confident in the use of subject specific terminology and how to communicate to lay stakeholders (e.g. Classroom Assistants, Parents and Carers) appropriately to co-plan and elicit support for pupils.  The module also encourages ATs to take an increasingly critical approach to practices that serve no evident purposes, or are not evidence-based.  

ATs will be introduced to the following:

• National Curriculum and EYFS statutory frameworks in each subject and relevance to the children’s lives.
• Techniques and resources for the development of ATs’ own subject, curriculum and pedagogical knowledge.
• To acquaint ATs with key pedagogical and curriculum concepts and how they can be practically represented in each Foundation subject curriculum plans.
• To begin to enable ATs to support those with barriers to learning within the subject and consider how to plan for
  SEND, EAL, ACE, BAME pupils in subject specific ‘QFT’.
• To equip ATs with appropriate language to engage with both subject specialist colleagues and lay stakeholders to elicit their support.
• To develop understanding of how what is taught prepares children for life and how the skills will be used
• To enable ATs to model planning that incorporates key theoretical curriculum and pedagogical concepts.  
• To develop ATs’ understanding of assessment within foundation subjects and how it can be used efficiently to demonstrate clear progression of knowledge and skills for EYFS and for National Curriculum year groups.
• To encourage ATs to identify and take an increasingly critical and discerning view of practices that serve limited purpose.

This module enables Associate Teachers on ITE programmes, and their tutors, to establish, track and develop their fundamental knowledge for teaching in English, Maths and (for Primary and Early Years ATs only) in Science. 

The module aims to:

• Audit ATs' fundamental knowledge for teaching in English, Maths and
  (Primary and Early Years only) in Science.
• Signpost ATs' to resources to develop their fundamental knowledge for teaching in English, Maths and (for Primary and Early Years only) Science.

This module enables Associate Teachers on ITE programmes, and their tutors, to establish, track and develop their fundamental knowledge for teaching in English, Maths and (for Primary and Early Years ATs only) in Science. 

The module aims to:

• Audit ATs' fundamental knowledge for teaching in English, Maths and
  (Primary and Early Years only) in Science.
• Signpost ATs' to resources to develop their fundamental knowledge for teaching in English, Maths and (for Primary and Early Years only) Science.

Common strands embedded within the programme as a whole and explored within the context of this module include commitments to inclusivity in all its forms; safeguarding, and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

Beyond these underpinning strands, this module will introduce ATs to the concepts of criticality and its role in professional practice.  Alongside this, ATs will be introduced to critical reading and writing at Level 7 and how they can connect this to the discipline of noticing in reflective and reflexive practice in teaching.  ATs will use critical incident theory as a framework for the analysis of practice and introduce key concepts and theories of learning, teaching and assessment.  ATs will also engage and analyse their own experiences and observations of practice in relation to the Teachers' Standards.

This module aims to:

• To support Associate Teachers in developing their thinking, reading and writing at Masters level.
• To enable Associate Teachers to critically evaluate practice and current research through advanced
  scholarship.
• To engage in professional enquiry using critical incident analysis to explore the connections between
  educational practice, key concepts and theory in education.
• To support Associate Teachers’ development as reflective and reflexive professionals.

Common strands embedded within the programme as a whole and explored within the context of this module include commitments to inclusivity in all its forms; safeguarding, and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

Beyond these underpinning strands, this module will introduce ATs to the concepts of criticality and its role in professional practice.  Alongside this, ATs will be introduced to critical reading and writing at Level 7 and how they can connect this to the discipline of noticing in reflective and reflexive practice in teaching.  ATs will use critical incident theory as a framework for the analysis of practice and introduce key concepts and theories of learning, teaching and assessment.  ATs will also engage and analyse their own experiences and observations of practice in relation to the Teachers' Standards.

This module aims to:

• To support Associate Teachers in developing their thinking, reading and writing at Masters level.
• To enable Associate Teachers to critically evaluate practice and current research through advanced
  scholarship.
• To engage in professional enquiry using critical incident analysis to explore the connections between
  educational practice, key concepts and theory in education.
• To support Associate Teachers’ development as reflective and reflexive professionals.

Common strands underpinning each module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

Throughout the content articulated here, ATs will engage with theory, research and with ethical considerations in making sense of the practices in the Early Years settings and schools they observe and undertake themselves.   The module develops understanding of pedagogical concepts (e.g. scaffolding; meaning-making; working memory; long-term memory; cognitive load; engagement; banding and grouping; identity transformation) through a focused exploration of dialogue in institutional settings. This will focus ATs’ attention on the interactions they and other colleagues have with each other and with pupils and what this means about what they are learning and the characteristics of the setting. The ATs will engage in debate and promote critical thinking, through identification and analysis of key issues related to the thinking, learning, care and development of young children. ATs will develop a nuanced understanding of the ways in which different discourses (e.g. from subject specialisms, and institutional culture, perceptions of the role of the teacher in Primary and Early Years) are reproduced within dialogic interaction and how these discourses interrelate, co-exist and sometimes conflict. ATs will also focus in particular on their own use of dialogue in their own teaching and reflect critically on their use of different stimuli and speech acts to evoke discussion, their use of questioning for different purposes, and how interactions with young children can facilitate or close down pupils’ negotiation of meaning and thus bring about transformations or affirmations of pupils’ self-identity, executive functioning, emotional resilience, engagement, and interest. ATs will also recognise that dialogue has significant implications for assessment, assessment for learning and the decisions teachers make about teaching, groupings, inclusion, enhanced provision, curriculum coverage, environment for learning and the identification of underachievement and barriers to learning. In this way ATs will begin to see that dialogue is a critical window into the pupil voice and a crucial opportunity for teachers to understand the perspectives of young children. ATs will establish a rationale for the observation and assessment of young children’s holistic learning and development. In completing this module, ATs will participate in a supportive and ethical culture of enquiry that will act to build resilience to criticism, or challenge and as an initiation to the principles and ethics of self-improvement in a Professional Learning Community into the NQT years.  

• ATs will develop their knowledge and understanding of key pedagogical concepts through looking at the role of dialogue and interaction in institutions and classrooms.
• ATs will engage with current research and theory in order to draw inferences from observations of dialogue in school and in their own lessons.
• ATs will develop their understanding of the complexity of dialogue, what it means about different discourses, and how ATs own use of it can afford and constrain learning.
• ATs will consider dialogue and the inferences drawn from it as part of other assessment data in identifying barriers to learning, and determining next steps.
• ATs will also appreciate the importance of dialogic interaction with pupils in terms of giving pupils a voice and understanding their perspectives.
• ATs will also appreciate how dialogue can be used in order to promote inclusivity in all its forms.

Common strands underpinning each module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

Throughout the content articulated here, ATs will engage with theory, research and with ethical considerations in making sense of the practices in the Early Years settings and schools they observe and undertake themselves.   The module develops understanding of pedagogical concepts (e.g. scaffolding; meaning-making; working memory; long-term memory; cognitive load; engagement; banding and grouping; identity transformation) through a focused exploration of dialogue in institutional settings. This will focus ATs’ attention on the interactions they and other colleagues have with each other and with pupils and what this means about what they are learning and the characteristics of the setting. The ATs will engage in debate and promote critical thinking, through identification and analysis of key issues related to the thinking, learning, care and development of young children. ATs will develop a nuanced understanding of the ways in which different discourses (e.g. from subject specialisms, and institutional culture, perceptions of the role of the teacher in Primary and Early Years) are reproduced within dialogic interaction and how these discourses interrelate, co-exist and sometimes conflict. ATs will also focus in particular on their own use of dialogue in their own teaching and reflect critically on their use of different stimuli and speech acts to evoke discussion, their use of questioning for different purposes, and how interactions with young children can facilitate or close down pupils’ negotiation of meaning and thus bring about transformations or affirmations of pupils’ self-identity, executive functioning, emotional resilience, engagement, and interest. ATs will also recognise that dialogue has significant implications for assessment, assessment for learning and the decisions teachers make about teaching, groupings, inclusion, enhanced provision, curriculum coverage, environment for learning and the identification of underachievement and barriers to learning. In this way ATs will begin to see that dialogue is a critical window into the pupil voice and a crucial opportunity for teachers to understand the perspectives of young children. ATs will establish a rationale for the observation and assessment of young children’s holistic learning and development. In completing this module, ATs will participate in a supportive and ethical culture of enquiry that will act to build resilience to criticism, or challenge and as an initiation to the principles and ethics of self-improvement in a Professional Learning Community into the NQT years.  

• ATs will develop their knowledge and understanding of key pedagogical concepts through looking at the role of dialogue and interaction in institutions and classrooms.
• ATs will engage with current research and theory in order to draw inferences from observations of dialogue in school and in their own lessons.
• ATs will develop their understanding of the complexity of dialogue, what it means about different discourses, and how ATs own use of it can afford and constrain learning.
• ATs will consider dialogue and the inferences drawn from it as part of other assessment data in identifying barriers to learning, and determining next steps.
• ATs will also appreciate the importance of dialogic interaction with pupils in terms of giving pupils a voice and understanding their perspectives.
• ATs will also appreciate how dialogue can be used in order to promote inclusivity in all its forms.

Common strands underpinning each module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all. Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module takes place at a time when the previously somewhat rigid requirements of the English National Curriculum are beginning to be relaxed. The curricula of Scotland, Wales and Northern Ireland have already gone their own, sometimes remarkably different ways and with the introduction by Ofsted of a new inspection framework in 2019, there is now the opportunity for schools, and teachers in England, to take a much more proactive approach to curriculum development. The chief barrier to the success of the project remains, however, what HMCI (2018) identified as “a dearth of understanding about the curriculum in some schools” and the fact that “Too many teachers and leaders have not been trained to think deeply about what they want their pupils to learn and how they are going to teach it.” We hope in this module to begin to address at least some of these shortcomings, and to equip our ATs to both think deeply about the curriculum and begin to address the challenges of curriculum development. ATs will engage with philosophy, theory, ethics and research in relation to their enquiries for this module while continuing to participate during the taught sessions in a supportive culture of enquiry. The module will seek to develop understanding of curriculum theory and concepts and relate them critically to practice in the placement school. ATs will explore philosophical, socio-political and historical influences on the curriculum and develop their understanding of how curriculum intention is mediated by their teaching and by how pupils respond to their teaching. It will also extend opportunities for ATs to develop their understanding of assessment principles and how they are built into curriculum sequences to enable ATs to respond to the diverse challenges pupils experience. In relation to this, ATs will be invited to explore critically the purposes behind assessment in the light of the new Ofsted framework and its emphasis on the non-data-driven assessment of curriculum “impact”, while studying and critically analysing “intent, implementation and impact” as a model for curriculum development in schools. ATs will also examine how their own curricular planning supports inclusivity in all its forms and critically identify where there may be unintended consequences to planned activities. This will include consideration of recent educational initiatives in relation to the decolonisation of the curriculum and how this might influence curriculum intent in schools.

This module aims to develop and critically examine:

• Contrasts and similarities between different placement settings and the culture and practices influencing the curriculum evident within them with particular reference to intent, implementation and impact.
• Alignment between ATs' aspirations for their pupils and the learning evident in classrooms through ethical methods of enquiry.
• ATs' understanding of pedagogical and curriculum concepts and their placement school’s role in enacting and developing them.
• ATs' understanding of the philosophical, historical and socio-political influences upon the curriculum and how curriculum intention is mediated by teachers and pupils.
• ATs’ understanding of the role of the teacher in contributing to overall curriculum development within a school in terms of contribution to intent, implementation and impact, including planning of sequences of lessons, which fit into, and further develop broader curricular frameworks and objectives.
• Inclusive approaches to curriculum which enable all children to access it and contribute to its development.
• How careful, and inclusive, curricular planning can generate a positive orientation to learning which is likely to develop greater agency and autonomy in both teacher and pupil.

Common strands underpinning each module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all. Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module takes place at a time when the previously somewhat rigid requirements of the English National Curriculum are beginning to be relaxed. The curricula of Scotland, Wales and Northern Ireland have already gone their own, sometimes remarkably different ways and with the introduction by Ofsted of a new inspection framework in 2019, there is now the opportunity for schools, and teachers in England, to take a much more proactive approach to curriculum development. The chief barrier to the success of the project remains, however, what HMCI (2018) identified as “a dearth of understanding about the curriculum in some schools” and the fact that “Too many teachers and leaders have not been trained to think deeply about what they want their pupils to learn and how they are going to teach it.” We hope in this module to begin to address at least some of these shortcomings, and to equip our ATs to both think deeply about the curriculum and begin to address the challenges of curriculum development. ATs will engage with philosophy, theory, ethics and research in relation to their enquiries for this module while continuing to participate during the taught sessions in a supportive culture of enquiry. The module will seek to develop understanding of curriculum theory and concepts and relate them critically to practice in the placement school. ATs will explore philosophical, socio-political and historical influences on the curriculum and develop their understanding of how curriculum intention is mediated by their teaching and by how pupils respond to their teaching. It will also extend opportunities for ATs to develop their understanding of assessment principles and how they are built into curriculum sequences to enable ATs to respond to the diverse challenges pupils experience. In relation to this, ATs will be invited to explore critically the purposes behind assessment in the light of the new Ofsted framework and its emphasis on the non-data-driven assessment of curriculum “impact”, while studying and critically analysing “intent, implementation and impact” as a model for curriculum development in schools. ATs will also examine how their own curricular planning supports inclusivity in all its forms and critically identify where there may be unintended consequences to planned activities. This will include consideration of recent educational initiatives in relation to the decolonisation of the curriculum and how this might influence curriculum intent in schools.

This module aims to develop and critically examine:

• Contrasts and similarities between different placement settings and the culture and practices influencing the curriculum evident within them with particular reference to intent, implementation and impact.
• Alignment between ATs' aspirations for their pupils and the learning evident in classrooms through ethical methods of enquiry.
• ATs' understanding of pedagogical and curriculum concepts and their placement school’s role in enacting and developing them.
• ATs' understanding of the philosophical, historical and socio-political influences upon the curriculum and how curriculum intention is mediated by teachers and pupils.
• ATs’ understanding of the role of the teacher in contributing to overall curriculum development within a school in terms of contribution to intent, implementation and impact, including planning of sequences of lessons, which fit into, and further develop broader curricular frameworks and objectives.
• Inclusive approaches to curriculum which enable all children to access it and contribute to its development.
• How careful, and inclusive, curricular planning can generate a positive orientation to learning which is likely to develop greater agency and autonomy in both teacher and pupil.