ED3FS2: The Foundation Subjects in the Primary Classroom 2

Module code: ED3FS2

Module provider: Institute of Education

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Mrs Amy Chapman, email: amy.chapman@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE ED2FS1 OR TAKE ED2PF1 (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 17 June 2024

Overview

Module aims and purpose

This module will enable students to enrich their understanding of effective practice in the Foundation Subjects. Greater depth will be given to each subject area, enabling students to engage with more effective curriculum planning. Key themes will be explored across all foundation subject areas to enable students to critically analyse the current curriculum: 

• To deepen students’ pedagogical, curricular and subject knowledge in the Foundation subjects. 
• Develop confidence in planning and teaching effectively within and across sessions and subjects in order to foster progression in learning, creativity, empathy and critical thinking. 
• Explore contemporary issues nationally and globally in education in the context of the Foundation Subjects. 
• Develop critical reflection on education in the Foundation Subjects and explore links with and impact on policy and practice.

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Design and plan a sequence of lessons linking to the requirements of teaching the Foundation subjects, understanding how to effectively implement the requirements of teaching the Foundation subjects at Key Stage 1 and 2. 
2. Demonstrate knowledge and understanding of the relevant Foundation subject curriculum, successfully incorporate formative assessment into practice and understand how this fosters progression in learning. 
3. Reflect critically and confidently on the contemporary debates, policies and issues concerning the Foundation Subjects in the primary classroom to develop confidence in challenging the foundation subject curriculums in order promote deep learning opportunities. 
4. Promote the value and importance of the Foundation Subjects within wider school communities and be able to study independently and collaboratively to assimilate knowledge 

Module content

This module will enable the consolidation and development of subject knowledge across the primary curriculum’s Foundation Subjects. Understanding of the statutory requirements of the National Curriculum in EYFS, KS1 and KS2 will be further developed. Subject specific content for each Foundation subject on the Primary curriculum will be delivered in discreet sessions for all individual subjects. 

The following overarching themes will be considered across all subjects: 

• Planning for progression across a sequence of lessons 
• Embedding effective assessment strategies whilst managing workload 
• Cross-curricular links that add value to children’s learning. 
• Challenging the curriculum: making time for the Foundation subjects in the current educational climate 

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design. 

Structure

Teaching and learning methods

Initially, students will engage with preparatory learning via asynchronous teaching and complete a skills audit. Following this, this module will be delivered in interactive sessions, which include lecturing, discussion and debate, blended learning through Blackboard and student-led presentations.Where appropriate, taught sessions will involve a practical element, for example in Music, DT and Art.

Study hours

At least 27 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will begin this module by completing a skills audit, which will be shared with tutors and form the basis of focused learning throughout the module. Formative assessment will also be made through ongoing observation of the students’ engagement with and contribution to sessions. Formative feedback will be given throughout the module. 

Reassessment

Additional costs