Postgraduate Module Descriptor

EDUM061: Primary Teaching and Learning

This module descriptor refers to the 2019/0 academic year.

Module Aims

The module will focus on extending the breadth and depth of your understanding of primary education in several directions, in order that you can develop children’s learning and your own teaching in a number of ways. These include:

  • acquiring a detailed understanding of research-inspired practice in primary education, largely based on the work of the Cambridge Primary Review Trust (as a springboard for further reading);
  • developing skills in critically reflecting on your professional learning to deepen knowledge and understanding of theory, policy and research, and recognise the implications of this information for your own professional philosophy and for improving practice;
  • understanding the roles and responsibilities of the primary school teacher, ways to support and inspire colleagues and approaches to school-based professional inquiry.

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. Identify and evaluate educational concepts and issues related to primary teaching and learning; and engage in critical debate about current educational issues in primary schools drawing on evidence from theory, research and practice – with particular reference to the work of the Cambridge Primary Review Trust
2. Deploy a range of personal and professional skills relevant to primary teaching and learning and justify solutions to various problems connected to primary education;
3. Demonstrate confident academic and pedagogic subject knowledge to teach across the curriculum in Key Stage 1 and 2;
4. Demonstrate secure understanding of the statutory requirements of the National Curriculum;
Discipline-Specific Skills5. Critically evaluate the relevance of educational theory to practice;
6. Synthesise relevant educational literature in support of an argument;
7. Use appropriate technologies for data handling and writing in education;
8. Present data and findings in a form appropriate in educational studies;
9. Use research data in support of an argument in education;
Personal and Key Skills10. Manage your own learning development;
11. Learn effectively and be aware of your own learning strategies;
12. Express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
13. Work productively in different kinds of teams (formal, informal, project based, committee based etc); and
14. Think creatively about the main features of a given problem and develop strategies for its resolution

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Basic reading:

  • Alexander, R.J.(ed) (2010) Children, their world, their education: Final report and recommendations of the Cambridge Primary Review.  London: Routledge.

  • Alexander, R.J  with Doddington, C., Gray, J., Hargreaves, L.& and Kershner, R. (eds) (2010)The Cambridge Primary Review research surveys. London: Routledge.

  • Ainscow, M., Dyson, A. & Hopwood, L. (forthcoming) Demographic change, migration and cultural diversity. York: Cambridge Primary Review Trust.*

  • Bourn, D., Hunt, F., Blum, N., and Lawson, H. (February 2016) Primary education for global learning and sustainability. York: Cambridge Primary Review Trust.*

  • Burnett, C. (forthcoming) Digital futures. York: Cambridge Primary Review Trust.*

  • Goswami, U. (2015) Children’s Cognitive Development and Learning. York: Cambridge Primary Review Trust.*

  • Hall, K. &Øzerk, K. (2016) Alternative models of accountability and quality assurance. York: Cambridge Primary Review Trust.*

  • Harlen, W. (2014) Assessment, standards and quality of learning in primary education. York: Cambridge Primary Review Trust.*. 

  • Jopling, M. & Vincent, S. (2016) Vulnerable children. York: Cambridge Primary Review Trust.*

  • Mansell, W. (2016) Systemic reform in primary education. York: Cambridge Primary Review Trust.*

  • McNamara, O., Murray, J. & Philips, R. (2016) Initial teacher education. York: Cambridge Primary Review Trust.*

  • Pickett, K. & Vanderbloemen, L. (2015) Mind the gap: Tackling social and educational inequality. York: Cambridge Primary Review Trust.*

  • Robinson, C. (2014) Children, their voices and their experiences of school: What does the evidence tell us?York: Cambridge Primary Review Trust.*

  • Thomas, G. (2013) How to do your research project: A guide for students in education and applied social sciences (2nd ed).  London: Sage.

*   These research reviews are all available online (see link below)