module specification

ED4F04 - A Balanced Curriculum (2019/20)

Module specification Module approved to run in 2019/20
Module title A Balanced Curriculum
Module level Certificate (04)
Credit rating for module 30
School School of Social Professions
Total study hours 300
142 hours Placement / study abroad
98 hours Guided independent study
60 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 40%   Presentation
Coursework 60%   Essay 2000 words
Running in 2019/20

(Please note that module timeslots are subject to change)
No instances running in the year

Module summary

Module looks at holistic development using the National Curriculum framework. Methods and resources will be taken into account within the context of the Classroom assistant in relation to assessment, evaluation and accountability in education.

Module aims

To enable students:

To support children's development right across the primary curriculum. To understand the concept of creativity in teaching and learning, and also to understand the link bewteen physical and mental prcoesses.

Use reflection to take account of the classroom assistant’s role in relation to assessment, evaluation and accountability in education, and also critically explore the current standards effectiveness debate, political priorities and the media’s views on evaluation, assessment and accountability in theory and in practice.

critically reflect on their personal and professional experience of assessment and the current local, regional and national contexts in which they work and also evaluate workplace practice and identify positive strategies to improve their own practical capabilities in this area, in their work in schools under the direction of the class teacher.
Develop their knowledge, critical understanding and skills to work in partnership with teachers, and through this develop greater responsibility in the classroom to effectively support the class teacher to meet all the children’s learning needs.


This module is designed for students who are teaching assistants, supporting qualified teachers working across the primary school curriculum. Students will study significant and emerging theories on learning and thinking skills. Students will assess resources and develop ICT skills to aid this practice. They will evaluate the planning and evalualtion of these activites to inform future learning

1) The planning, teaching, evaluation, assessment cycle
• Purposes of evaluation
• Types of assessment
• Fitness for Purpose
• Uses of assessment information
• Manageability, Confidentiality and Accountability

2) Recording and reporting techniques

• Measuring achievement, target-setting for pupils
• Pupil profiling and records of achievement
• Interpreting assessment data
• The reliability and validity of assessment data
• Current influences on the statutory assessment process in schools
• Contributing to systems used for reporting to parents
• Assessment within the SEN code of Practice
• Self and peer assessment

Learning and teaching

Lectures, tutorials, workplace observation, activities and discussion will be used to enable students to study the planning, teaching, evaluation, assessment cycle, purposes of evaluation, types of assessment Fitness for Purpose, uses of assessment information, manageability, confidentiality and accountability. Assignments and activities set in college and the work setting will develop the students’ practical and theoretical skills and understanding of significant and emerging theories on learning and thinking skills. Through guided and independent study students will assess teaching and learning resources and develop ICT skills to aid this practice.  In addition they will evaluate the planning and evaluation of these activities to inform future learning taking specific account of differentiation, the statutory assessment process in schools, the SEN Code of Practice and the role of the teaching assistant in supporting systems used for reporting to parents.
All teaching material will also be supported by Moodle (VLE)

Learning outcomes

  1. At the end of this module the candidates will be able to plan, teach and evaluate learning across the curriculum and link this to the development of the whole child.
  2. Demonstrate knowledge and critical understanding of assessment policy and practice, use the terminology associated with this aspect of educational practice and, recognise the significance of the teaching assistant’s role in evaluation, assessment and accountability in supporting children’s learning.
  3. Demonstrate ability to select and interpret information from a range of sources, develop their own practical assessment skills in the workplace, use action planning, target setting and profiling processes with children and use similar techniques to monitor their own performance and identify their own professional development needs.

Assessment strategy

Assessment A 40%
The candidates will choose one area of the National Curriculum and study this in depth (bearing in mind cross curriculum links). Within the workplace they will undertake support of activities in their chosen  area of the National Curriculum and observe and assess these activities.  (LO 1), (LO3)
In addition students will do a presentation (consisting of display and short oral explanation) which will inform other students of successful strategies and resources within the area chosen. (LO1), (LO3)

Assessment B 50%
Part Two: An analysis of the types of evaluation, assessment and recording given the current national context and exemplary practice in this area.  A reflection on the changes that might be made to future practice, in the light of this evaluation, supported by relevant academic reading. 
(2000 words) (LO2), (LO3)
To demonstrate that students have achieved the learning outcomes they will:

• Have an opportunity to assess, monitor, evaluate and review a group of children’s                    work in conjunction with a class teacher.

• Be able to evaluate the work of the children to see how they might have met targets and to consider new targets to help them progress

• In the light of academic reading begin to critically reflect on their own practice and how they might review their ‘teaching’ and assessment strategies for the next group of pupils.


Core Texts
Boys, R., Bowen, P., Macroy, G., Spink, E. (2008) Primary Curriculum: Teaching the Foundation Subjects. London: Continuum

Gardner, J. (2012) (2nded.) Assessment and Learning. London: Sage

Hayes, D. (2012) (5th ed.) Foundations of Primary Teaching. Abingdon: Routledge

Recommended Reading

Cooper, H. (2012) Professional Studies in Primary Education. London: Sage

Kendall-Seatter, S. (2005) Reflective Reader: Primary Professional Studies. Exeter: Learning Matters

Martin, C. (1997) The Holistic Educators Leicester: Educational Heretics PressBlack,

Wiliam, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment London: Kings College

Hayes,  D  ( 2011) Foundations of Primary Teaching. Learning Matters. Exeter

Cooper, H ( 2011) Professional Studies in Primary Education.Sage. London

Boys,  R Spink, E  Macrory, G Bowen( 2008) Primary Curriculum: Teaching the Foundation Subjects
Online Resources