module specification

AE5018 - Curriculum, Learners and Learning II (2022/23)

Module specification Module approved to run in 2022/23
Module title Curriculum, Learners and Learning II
Module level Intermediate (05)
Credit rating for module 30
School School of Social Sciences and Professions
Total study hours 300
210 hours Guided independent study
90 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 50%   Design and make a teaching resource (2, 000 words)
Coursework 50%   Essay (2, 500 words)
Running in 2022/23

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Year North Thursday Morning

Module summary

• To introduce subject content of the National Curriculum and Religious Education to students.
• Demonstrate practical ways in which topics and/ themes can be delivered creatively through good subject knowledge and an in-depth understanding of assessment and pedagogies.
• To engage with influences of learning between child development and the curriculum and the impact this has on effectively teaching the creative curriculum
• To enable students to understand multiculturalism, inclusion and diversity in primary curriculum.

Prior learning requirements

Completion of AE4019 Curriculum, Learners and Learning I


The syllabus for this module will include:

• The requirements of the Early Years Foundation Stage and the National Curriculum a. 
• Sessions on the each of the core and foundation subjects and religious education and computing across the curriculum. 
• Planning, teaching and assessment issues in each subject area.
• Know how to use different forms of assessment, record keeping and reporting mechanisms to set clear targets to inform planning
• apply subject knowledge in the early years and primary curriculum
• Self Audit of students' subject knowledge in the curricula.
• Multiculturalism, inclusion and diversity.

Balance of independent study and scheduled teaching activity

The range of learning and teaching methods will include lectures, seminars, digital recordings and webinars, discussions, group activities and presentations, individual reading and workshops, assessments and feedback, audit of curriculum subject knowledge. Educational visits for example: The Museum of Childhood, The History Museum, The Centre for Literacy in Primary Education, The British Film Institute.

Learning outcomes

At the end of this module, students will be able to:

1. Explain the curriculum content of National Curriculum - Core and Foundation subjects and Religious Education
2. Describe their understanding of the underlying principles of teaching, planning and assessment.
3. Apply their knowledge of the curriculum to enhance and enrich practice
4. Engage with making a resource for teaching and learning to meet the diverse needs of primary aged learners

Assessment strategy

Guidance and support will be provided for students to successfully complete the module assessment tasks.
Design a teaching resource to demonstrate the creative curriculum and write a rationale for how it can be used in an Early Years or primary classroom (2,000 words).
Write an essay reflecting on the importance of subject knowledge and the effective delivery of National Curriculum and Religious Education in the primary classroom. (2, 000 words).


Core reading

Cremin, T. & Arthur, J. (eds.) (2014) Learning to Teach in the Primary School. 2nd edn. London: Routledge.
Driscoll, P., Lambirth, A., and Roden, J. (2015) The Primary Curriculum: A creative Approach. 2nd edn. London: Sage
Sewell, K. (2015) Planning the Primary National Curriculum: A complete Guide for Trainees and Teachers. London. Learning Matters

Additional reading

Beach, N., Evans, J. and Spruce, G. (eds.) (2011 ) Making Music in the Primary school: Whole Class Instrumental and Vocal Teaching. London: Routledge
Blanchford, S. and Knowles, C. (2009) Developing Professional Practice.Essex: Pearson.
Computing in the National Curriculum: A guide for primary teachers (2013) Available at:
Carroll, M. and McCulloch, F.,(2014) Understanding Teaching and Learning in Primary Education. London: Sage
Chambers, P. and Souter, N. (2017) Explaining Primary Science. London: Sage
Department for Education (2014) National Curriculum in England: Framework for Key stages 1 to 4. Available at:
Desailly, J.(2012) Creativity in the Primary Curriculum. London: Sage
Drake, J. (2014) Planning for Children’s Play and Learning. 4th edn. London: Routledge
Goepel, J., Childerhouse, H. and Sharpe, S. (2014) Inclusive Primary teaching: A critical approach to equality and Special Educational Needs. Northwitch: Critical publishing
Goouch, K. and Lambirth, A.(2017) Teaching Early Reading and Phonics: Creative Approaches to Early Literacy. 2nd edn. London: Sage
Kerry, T. (2011) Cross-Curricular Teaching in the Primary school: Planning and facilitating Imaginative Lessons. London: Routledge
Hattie, J. (2012) Visible Learning for Teachers: Maximising impact on learning. London: Routledge
Haylock, D. and Cockburn, D. (2017) Understanding Mathematics for young Children. 5th edn. London: Sage
Hughes, M.(1986) Children and Number: Difficulties in Learning Mathematics. Oxford: Basil Blackwell Inc
Issa, T. and Hatt, A. (2013) Language, Culture and Identity in the Early Years. London: Bloomsbury
Muijs, D. and Reynolds, D.(eds.)(2018) Effective teaching: Evidence and Practice. 4th edn. London:Sage
Rowley, C. and Cooper, H. (ed.) (2009) Cross-curricular Approaches to Teaching and Learning. London: Sage
Siraj-Blachford, J and Siraj-Blachford, I. (eds.) (1995) Educating the Whole Child: cross-curricular skills, themes and dimensions. Buckingham: Open University Press
Smith, P. and Dawes, L (2014) Subject Teaching in Primary Education. London: Sage
Whitehead, M. (2010) Language and Literacy in the Early Years. 4th edn. London: Sage.