AE5019 - From Elementary Schooling to 'Good Primary Practice' (2026/27)
| Module specification | Module approved to run in 2026/27 | ||||||||||||
| Module title | From Elementary Schooling to 'Good Primary Practice' | ||||||||||||
| Module level | Intermediate (05) | ||||||||||||
| Credit rating for module | 30 | ||||||||||||
| School | School of Social Sciences and Professions | ||||||||||||
| Total study hours | 300 | ||||||||||||
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| Assessment components |
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| Running in 2026/27(Please note that module timeslots are subject to change) | No instances running in the year |
Module summary
The module offers a historical exploration of the beginnings of state Education in the UK and the emergence of the concept of childhood, continuing up to contemporary primary Education in the UK and globally. It examines theories, acts and movements that influenced the development of primary Education and the social, political and ideological factors that bring about changes in provision. It asks questions about the purpose of Primary Education and whether it reduces or perpetrates inequality and social injustice
You will:
• explore the historical beginnings of state Education in the UK and how it has changed and developed over time
• think about childhood as a concept and how this relates to various purposes of education and pedagogy
• critically examine a range of educational theories and how they inform educational policy and practice
• Investigate now primary education in the UK and beyond contributes to social justice, economic and social mobility
Syllabus
Indicative themes of syllabus
• Historical background to the 1870 Elementary Education Act and the emergence of state education (LO1)
• The emergence of the concept of childhood and how this relates to education (LO1,3)
• A variety of educational theories and theorists e.g. Dewey, Foucault and how this relates to developments in educational policy (LO2)
• The relationship between state education, social mobility, social justice and economics in the UK and beyond (LO4)
Balance of independent study and scheduled teaching activity
Students are introduced to themes in interactive workshops using a variety of materials, supported by resources on weblearn. Tjhey are encouraged to discuss concepts in the classroom and share ideas. They relate what they learn to their own experiences of education as children and as practitioners, both present and future. They are directed to reading to supplement and extend their understanding of key theories and policies and to critique these in class and in online tasks, as well as in their assessments.
Academic literacies are built into the module to prepare them for successful assessment in the module. Tutorials and informal and formal feedback form part of the course and create opportunities for students to draft,redraft and improve their work before submission.
Learning outcomes
LO1 explore how primary schooling developed from the elementary school tradition
LO2 identify and critique links between educational theory, policy, legislation and practice
LO3 examine the concept of childhood and how it relates to educational practice and pedagogy
LO4 establish how primary education in the UK and beyond contributes to social justice, economic and social mobility