Module Aim:  

This module will relate to a range of curriculum subjects/areas. The focus will be on the development of trainee subject knowledge and application of related teaching pedagogy. Links will be made to relevant statutory policy and guidance which informs the content and teaching approaches from across the curriculum.  

Indicative content:  

Students in this module will further their knowledge of appropriate subject knowledge to support the effective teaching of pupils in their phases. They will use their experiences of teaching and learning in subjects across the curriculum to reflect on practices used to assess and support pupils. The module will demonstrate the challenge and benefits of a broad and balanced curriculum.  

Content will include:

• Developing understanding of curriculum content knowledge, related current policies and documents

• Developing subject knowledge and related teaching pedagogy in a range of curriculum subjects

• Phase related understanding of each subject and approach to teaching

• Designing learning and assessment strategies to support children’s learning

• Developing awareness of the potential for the environment to effectively support and challenge children’s learning  

• ITP relating to ER and EN – subject knowledge, planning and assessing, dialogic teaching approaches, teaching and adapting practice

• ITP relating to communication in teaching: how is oracy used to promote learning, support and engage pupils? 

This second module will focus on a range of core and foundation subjects to build on the skills developed in the first module. By considering specific teaching pedagogy and how each support the learning development of pupils through the ways they are planned, taught and assessed.  

Module Aim:  

The aim of this module is to develop and apply skills as set out in the SHU formative benchmarks to support progress towards the professional standards required to achieve Qualified Teacher Status (QTS) by the end of the course. The module will support progress against the SHU ITT curriculum as outlined in the SHU formative benchmarks. 

Indicative content:  

Development of and application of skills on assessed block placement to enable progress through SHU formative benchmarks relating to: 

• Professional behaviours 

• Managing behaviour 

• Curriculum and subject knowledge 

• Pedagogy 

• Assessment 

Module Aim:  

Students in this module will be considering their initial development and progress as a trainee teacher. Teaching will focus on approaches to planning and assessing activities and lessons, highlighting key strategies such as scaffolding and modelling to effectively plan and support learning, whilst reflecting on the links between learning, assessment and an effective climate for learning to create high quality teaching.  

Indicative content:  

Trainees in this module will reflect on pedagogical choices to support a pupil based on assessment approaches chosen. Links will be made with current research and related statutotry and non-statutory guidance. Critical reflection will be made on how the focus pupil was assessed as a learner and how support and interventions could be planned to address the needs of that pupil.  

Content will include:  

• Professional skills and behaviours

• Planning for lessons and across a sequence of lesson 

• Formative approaches to assessment 

• Supporting children’s learning in a safe and positive climate for learning

This is the first module of the course as it covers elements of teacher skills needed initially to effectively lead learning of a group or whole class.  

Module Aim:  

Students in this module will develop both their knowledge and understanding of the research process and an area of significance to the trainee or their school.  

Indicative content:  

Trainees will use their area of specialism or a target area for their school development as a focus for a small-scale research project. Content will include:- 

• creating a research proposal 

• carrying out a literature review on a focus subject or area 

• conducting an ethical classroom based project 

• ITP relating to the practice of Philosophy for Children. 

This second module of the second year is placed here as a way of combining the skills the trainees have been developing through seminars, wider reading and school based experiences. This module will support learners in developing as a professional able to conduct effective research to inform and develop their practice.  

Module Aim:  

Students on this module will consider how practice is adapted to meet the learning needs and engagement of all pupils to promote high quality teaching and pedagogy. Current research and policy will be studied and applied to individual settings and contexts to inform teachers’ professional development. Through a research project in school, students will engage with wider reading underpinning research and theory on models of teacher professional development to critically reflect on their practice.  

Indicative content:  

Trainees on this module will further their understanding of inclusive practices in relation to current research and relevant policies. Through an individual school enquiry, trainees will focus on a group activity to reflect on approaches to adapting and supporting the learning for those pupils.  

Content will include:

• Approaches to adaptive teaching, including SEND 

• Current SEND policy, working with outside agencies and the emotional development and support of pupils

• Consideration of the range of factors that can impact on pupils’ achievement and well-being 

• A variation of strategies supporting the removal of barriers to learning  

• ITP relating to Inclusion practices: policy, curriculum, practice, theory and research

This is the first module of the second year. The focus on Inclusive practice is developed further to look at classroom practices, links with outside agencies, current research, policy and statutory and non-statutory guidance. The year begins with this module as a way of trainees developing their practice and using their school experiences of inclusive practices. This module links with the IPET focus on inclusive practice and Trauma Informed School training within this same trimester.  

Module Aim:  

The aim of this module is to develop and apply skills as set out in the SHU formative benchmarks to support progress towards the professional standards required to achieve Qualified Teacher Status (QTS) by the end of the course. The module will support progress against the SHU ITT curriculum as outlined in the SHU formative benchmarks. 

Indicative content:  

Development of and application of skills on assessed block placement to enable progress through SHU formative benchmarks relating to: 

• Professional behaviours 

• Managing behaviour 

• Curriculum and subject knowledge 

• Pedagogy 

• Assessment 

Module Aim:  

Students on this module will be supported to synthesise their professional learning. They will engage with underpinning research and theory on models of teacher professional development and reflection in order to support a critical evaluation of their practice and articulation of their values and beliefs. They will apply this reflection to identify future professional targets.   

Indicative content:    

Trainees on this module will be supported to synthesise their professional learning and understand the distinctiveness of teaching in a specific age-phase/subject. They will secure and consolidate learning in order to support a critical evaluation of their practice and articulation of their values and beliefs, and to enable progression into a professional role. This will include exploring reflective models of CPD. 

Content will include:

• A focus on reflections made by the learners through their course as a learner and trainee teacher in achieving the teacher standards
• Progression into employment, including the role of a ECT (Early Career Teacher) 
• Leadership in schools and further study 

This final module of the first year is placed here as a way of combining the reflections of trainees as a summary of their progress personally and professionally through the course.