Reflecting on Professional Knowledge in Primary and Early Years Settings (X6619)

30 credits, Level 6

Spring teaching

This module will focus on developing and auditing professional knowledge, and reflecting critically upon how this has emerged from academic study, classroom experiences and investigations, and their work with other professional practitioners. Central to this process is the ability to organise and verbally articulate engagement with, understanding of, and reflections on the Teachers’ Standards (DfE, 2012), and understand how scholarship and research has informed development and identify on-going targets for professional development.

The module introduces current developments, initiatives and professional issues in Primary and Early Years education. It critically reflects upon the intersection between theoretical positions, classroom practice and observations, and the guidance offered by experienced professionals. Professional studies will include the following (amongst others): classroom and behaviour management; new technologies in education; child protection; assessment for learning; how children learn; personal, social and health education; role of parents and carers; equal opportunities and contextualising British values.

Teaching and assessment

We’re currently reviewing teaching and assessment of our modules in light of the COVID-19 situation. We’ll publish the latest information as soon as possible.

Contact hours and workload

This module is approximately 300 hours of work. This breaks down into about 16 hours of contact time and about 284 hours of independent study. The University may make minor variations to the contact hours for operational reasons, including timetabling requirements.

This module is running in the academic year 2020/21. We also plan to offer it in future academic years. However, there may be changes to this module in response to COVID-19, or due to staff availability, student demand or updates to our curriculum. We’ll make sure to let our applicants know of material changes to modules at the earliest opportunity.

It may not be possible to take some module combinations due to timetabling constraints. The structure of some courses means that the modules you choose first may determine whether later modules are core or optional.