Curriculum Knowledge 2: Physical Philosophers (X6615)

15 credits, Level 5

Spring teaching

This is the second module of the BA in Primary and Early Years Education (with QTS) which focuses on the development of secure subject and curriculum knowledge for teaching. This module will again draw upon established phase appropriate curriculum models and published guidance (policy and research) to ensure you develop competence and confidence in understanding the core substantive knowledge, second order concepts and processes and subject specific skills for each curriculum subject. This module will further develop an understanding in how security in literacy and numeracy underpins successful curriculum design and pupil progression and how skilled practitioners draw upon this understanding to create rich, rigorous and engaging sequences of learning.

A distinctive feature of this second module will be an understanding of how the cross curricular theme of “Physical Philosophers” can be used to develop understandings of physical, personal, social and emotional development with a more specific focus on physical education, PSHE and Philosophy for Children. In addition the significance of foundations in literacy and numeracy will be demonstrated and enhanced. It will challenge you to recognise, critique and develop the inter-play between planning, active learning, assessment, feedback and differentiation in promoting engagement and progress. As before good practice in teaching, assessment and broader pedagogies will be at the heart of each session.


100%: Seminar


100%: Coursework (Portfolio)

Contact hours and workload

This module is 150 hours of work. This breaks down into 44 hours of contact time and 106 hours of independent study.

This module is running in the academic year 2019/20. We also plan to offer it in future academic years. It may become unavailable due to staff availability, student demand or updates to our curriculum. We’ll make sure to let our applicants know of such changes to modules at the earliest opportunity.