This module provides an opportunity for you to develop your understanding of the diverse experiences of schooling which young people have and the issues which need to be considered in developing approaches which can support their learning. You will consider learners in terms of different social groups and what is known about provision and outcomes for those groups. The module helps you to develop your position with regards to key concerns for educators in meeting the needs of learners such as: approaches to equal opportunity, diversity and differentiation; teaching by ability; the significance of school context for learner outcomes; and approaches to behaviour management. 

The module examines the relationship between learning theories and classroom practice. You will consider questions such as: What do we know about how students learn? How do these ideas affect our practice as educators? What factors affect student learning? How might we take those factors into account when deciding what we want students to know, understand and be able to do? How has the concept of multiple intelligences affected classroom practice? Why do we assess students? Who decides what to assess? How fit for purpose are the assessment instruments that we use?

This module explores:

• The nature of subject knowledge
• How it is conceptualised within schools and by different stake holders

It supports you to develop insight into the following questions:

• What knowledge, skills, attributes and understanding are learners expected to acquire in your subject specialism?
• Who determines the intended learning outcomes in that subject?
• How are these intentions conveyed through National Curriculum, other appropriate exam specifications, and associated assessment tools?
• What alternative views are there of effectiveness in relation to subject knowledge? 

This module explores what different educators mean by ‘outstanding practice’ in asking:

• What different views of ‘outstanding’ can be found in literature and amongst my colleagues?
• What criteria are used to underpin such definitions?
• What elements of outstanding practice can I identify in my placement school?
• What are the practical implications of these in relation to my own developing practice?
• What do I judge to be an outstanding lesson?
• What are the roles of reflection, creativity and happiness in the pursuit of outstanding practice? 

The modules are delivered in such a way that programme participants relate theory to practice, including:

• Developing the skills of the reflective and creative practitioner
• Supporting you in meeting the requirements for Qualified Teacher Status 
• Complementing the subject knowledge and pedagogy elements of your school placement to become effective teachers of your specialist subject 
• Developing a research-based approach to professional practice and development
• Developing an understanding of issues relating to teaching and learning and building a framework within which you can analyse and interpret your experience