module specification

This module enables apprentice trainee teachers to develop the curriculum, pedagogical and subject knowledge required to become effective and reflective primary practitioners. Aligned to the Initial Teacher Training Core Content Framework, ITT Core Content Framework

the module supports trainees in developing the knowledge, skills and professional understanding necessary to plan, teach and assess learning that promotes engagement, inclusion and pupil progress across the primary curriculum. 
 
The module provides opportunities for trainees to deepen and evaluate their subject knowledge, ensuring confidence in teaching a broad, balanced and ambitious primary curriculum. Through a combination of diagnostic assessment, self-assessment, target setting, independent study and engagement in university-based learning, trainees will identify and address their own professional development needs. 
 
Trainees will develop a critical understanding of curriculum design, pedagogy, assessment and adaptive teaching, drawing on educational research and theory to inform classroom practice. Consideration will also be given to the principles of children’s rights, including the United Nations Convention on the Rights of the Child (UNCRC), UNCRC_summary-1_1.pdf and how these inform equitable and inclusive teaching approaches. 
 
The module encourages trainees to critically evaluate evidence-informed approaches to teaching and learning and to make informed professional decisions about planning, teaching and assessment that support the achievement, wellbeing and holistic development of all pupils. 

Available only to students enrolled on the PGTA Professional Graduate Certificate in Education with QTS.

Curriculum and Pedagogical Studies – Updated Syllabus

The Curriculum and Pedagogical Studies module enables apprentice trainee teachers to develop the curriculum, pedagogical and subject knowledge required to plan, teach and assess learning effectively across the primary phase. The module addresses key aspects of the Initial Teacher Training Core Content Framework and supports trainees in becoming reflective, evidence-informed practitioners.

Curriculum Knowledge and Design 

    The National Curriculum and statutory curriculum requirements.

    The relationship between the intended, implemented and attained curriculum.

    Principles of curriculum design, sequencing and progression.

    Subject and disciplinary knowledge across the primary curriculum.

    Curriculum adaptation to meet the needs of diverse learners.

Planning for Learning 

    Long-, medium- and short-term planning.

    Constructive alignment between curriculum intent, implementation and assessment.

    Learning objectives, success criteria and lesson design.

    Adaptive teaching and responsive planning.

    Planning for progression, challenge and inclusion.

Assessment for Learning

    Principles and purposes of assessment.

    Formative and summative assessment approaches.

    Assessment for, of and as learning.

    Statutory assessment requirements within the primary phase.

    Using assessment evidence to monitor progress and inform future teaching.

    Feedback strategies that support pupil learning and development.

Pedagogy and Evidence-Informed Practice

    Theories of learning and child development.

    Evidence-informed approaches to effective teaching and learning.

    Classroom interaction, questioning and retrieval practices.

    Adaptive teaching, scaffolding and support for diverse learners.

    Metacognition, self-regulation and pupil independence.

    Developing positive learning environments and behaviour for learning.

Inclusion, Equity and Children’s Rights

    The United Nations Convention on the Rights of the Child (UNCRC) and its implications for educational practice.

    Inclusive pedagogy and equitable learning opportunities.

    Meeting the needs of pupils with SEND, EAL and other vulnerable groups.

All aspects of the syllabus cover LO 1 – 6

This 30-credit module comprises approximately 300 learning hours and is delivered through a blended approach that integrates university-based learning with workplace-based professional practice. Apprentices are employed in school settings for four days per week, providing extensive opportunities to apply and evaluate curriculum and pedagogical theory within classroom contexts. 
 
University learning (off-the-job training) is delivered through face-to-face sessions, workshops, seminars and tutorials that focus on curriculum knowledge, pedagogy, assessment, adaptive teaching and evidence-informed practice. These sessions encourage active participation through discussion, collaborative learning, case study analysis and critical engagement with educational research. Recorded materials, directed reading, and online activities support apprentices in consolidating and extending their learning between taught sessions. Sessions will also take place in school setting where the apprentices complete specific off the job training tasks.
 
A proportion of the module is devoted to guided independent study, enabling apprentices to develop subject knowledge, engage with relevant literature, undertake self-directed enquiry and preparation for assessments. Apprentices are expected to make connections between theory, policy and practice, drawing on evidence from their classroom experiences to inform their professional development. 
 
Reflective learning is embedded throughout the module and supports apprentices' Professional Development Planning. Apprentices will be encouraged to critically reflect on their teaching, curriculum decision-making and pupil outcomes through reflective journals, professional discussions, mentor meetings and target-setting activities. The integration of university learning and school-based practice enables apprentices to evaluate the impact of pedagogical approaches on pupils’ learning and make informed professional judgements. Ongoing reflection on strengths, areas for development and future learning goals supports the development of reflective, evidence-informed practitioners capable of enhancing their own practice and improving outcomes for all learners.

LO 1 Critically analyse the curriculum, pedagogy and assessment approaches across the primary phase.

LO 2 Design, plan, teach and assess sequences of lessons effectively to ensure progress for all pupils.

LO 3 Demonstrate secure subject and curriculum knowledge across the primary curriculum.

LO 4 Critically engage with educational theory, research and evidence-informed practice.

LO 5 Analyse and apply principles  of adaptive teaching, inclusion and children’s rights within primary education.

LO 6 Reflect critically on professional practice and use evidence, theory and experience to make informed judgments about teaching, learning and pupil development

https://rl.talis.com/3/londonmet/lists/54e1de1e-a32f-442e-b055-87f2321461dd.html?lang=en-GB