COURSE CURRICULUM

This program in teacher education is designed to develop critical pedagogical skills, subject expertise, and reflective practice through a combination of academic study and practical school-based experience. The module Active Enquiry and Intervention: Impacting upon Learner Progress encourages trainee teachers to engage deeply with educational research, critical thinking, and reflective practice. It introduces the concept of action research as a tool for professional development and classroom improvement. Students are expected to design and implement a classroom-based intervention, critically assess the outcomes, and apply evidence-informed strategies to enhance teaching and learning in their specific educational settings. The Developing Subject Expertise and Subject Specialism module focuses on deepening subject knowledge and understanding its impact on student learning. Trainees identify a specific area within their subject to develop and implement strategies to strengthen their expertise. They examine relevant pedagogic models and apply them to classroom practice, reflecting on their effectiveness and making necessary adjustments for future improvement. School-Based Learning: Reflections on Practice provides an immersive experience in a secondary school environment, where students begin applying their academic learning in real classroom settings. With guidance from experienced mentors, trainees explore key educational issues, curriculum developments, and best practices in teaching. The module emphasizes professional standards required for Qualified Teacher Status and aims to support the effective development of children's learning and well-being. Together, these core modules provide a well-rounded approach to teacher training, combining academic insight with practical application. They prepare trainee teachers to become reflective, research-informed practitioners capable of delivering effective and adaptive teaching strategies in diverse classroom contexts, while developing subject mastery and meeting professional teaching standards.