Secondary Subject and Curriculum Studies (TWTTP)
| Module title | Secondary Subject and Curriculum Studies (TWTTP) |
|---|---|
| Module code | EDUM112 |
| Academic year | 2025/6 |
| Credits | 30 |
| Module staff | Mr Bryan Smith (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 | 12 |
| Number students taking module (anticipated) | 60 |
|---|
Module description
In this module you will explore the application of key ideas in teaching and learning and apply them specifically to your own subject specialism across the Key Stage 3 and 4 curricula. Some topics will be the focus of intensive training and practice sessions delivered by TWTTP. You will engage with literature focused on your own subject and explore these ideas in practice.
Module aims - intentions of the module
The core aim of this module and the programme of which it is part is to develop excellent teachers who have the knowledge and skills to teach. The school-based and subject training delivered by the Ted Wragg Teacher Training Partnership (TWTTP) and M-level PGCE elements are woven together to enable you to develop the necessary knowledge and skills to become a critically reflective, effective teacher in your specialist subject. The M-level Programme is taught via online keynote lectures, group and individual tutorials, supported by online self-study materials on our Virtual Learning Environment (VLE). This complements seminars and placement experience led by and delivered by TWTTP, leading to QTS. Both elements of the taught programme support each other to enable you to succeed.
Specifically, through your M-level studies you will:
- Develop critical understanding of educational theory, research, policy and practice in your subject
- Be introduced to current knowledge in the field about pupils as learners in your subject
- Develop your pedagogical knowledge, as appropriate to the age range and subject you are teaching
- Develop your understanding of the design and sequencing of the school curriculum
- Develop your understanding of the principles and practices of assessment in your subject
Develop your capacity to learn independently and apply this to your continuing professional development
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Identify and evaluate educational concepts and issues related to your specific field of study and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice
- 2. Identify and justify solutions to teaching and learning problems relevant to the subject and phase in which you are working
- 3. Demonstrate development of academic and pedagogic knowledge relevant to the subject and phase you are teaching
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Critically evaluate the relevance of research and theory to practice
- 5. Synthesise relevant literature in support of an argument
- 6. Present evidence from practice and literature studies in an appropriate form
- 7. Use research evidence in support of an argument
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes
- 9. Competently use library and electronic resources including databases, websites and virtual learning environments to support learning.
Syllabus plan
Secondary Subject & Curriculum Studies modules
The module introduces students to current thinking in the teaching of your chosen secondary subject and develops students’ pedagogic and
academic subject knowledge in this field. Key elements of the module include:
Lecture Programme: This covers the theory and practice of pedagogy in your chosen subject area.
Follow Up Tutorials: These sessions give you an opportunity to build on the content of the lectures in a subject and phase specific manner.
On the PGCE, you will learn and reflect on the skills and knowledge required by the programme’s modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across the autumn and spring terms both in the context of your university taught course and in the context of your applied professional experience in schools, gained through your QTS provision with the Ted Wragg Teacher Training Partnership.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 110 | 190 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 3 | Lecture Programme |
| Scheduled Learning and Teaching | 105 | Subject Curriculum Seminars delivered in school |
| Scheduled Learning and Teaching | 1 | Group Seminars with academic tutor |
| Scheduled Learning and Teaching | 1 | Individual Tutorials with academic tutor |
| Guided Independent Study | 190 | Independent Study |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Online and face-to-face discussions; small group and individual presentations as required. | Continuous assessment throughout the course. | 1-9 | Verbal |
| Formative activities involving use of the virtual learning environment and online access to the library. | Continuous assessment throughout the course. | 1-9 | Verbal |
| Portfolio Assignment | 1500 words equivalent | 1-9 | Written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Portfolio Assignment | 100 | 4,000 words equivalent | 1-9 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Portfolio Assignment (4000 words) | Resubmission of portfolio (4,000 words equivalent) | 1-9 | See re-assessment notes. |
Re-assessment notes
If your assignment is deemed to be a fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed. The resubmission will be capped at 50%.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the PGCE Assessment, Progression and Awarding Committee (APAC) in July or after the end of the course (normally towards the end of the summer vacation period).
If you choose the first option and gain a pass for your resubmission (and pass all other elements of the course, including the Ted Wragg Teacher Training Partnership confirming you have met the Teachers' Standards) you can be awarded the PGCE at the APAC in July.
If you choose the second option and subsequently gain a pass for your resubmission (and pass all other modules including the Ted Wragg Teacher Training Partnership confirming you have met the Teachers' Standards), you will be awarded the PGCE during the following Autumn term.
With either option, if after resubmitting you have still failed to gain a pass mark, you will be deemed to have failed the PGCE with no further opportunity for resubmission (QTS can still be gained through the Ted Wragg Teacher Training Partnership if you meet the Teachers' Standards within their timescale/criteria.
If you pass both Masters level modules but the Ted Wragg Teacher Training Partnership confirm you have not met the Teachers' Standards, you can leave the programme with a Postgraduate Certificate (PG Cert) in Professional Studies in Education.
Indicative learning resources - Basic reading
- Aubrey, K., & Riley, A. (2018). Understanding and using educational theories. SAGE.
- Capel, S., Leask, M., & Younie, S. (2022). Learning to teach in the secondary school: A companion to school experience. Routledge.
- Pollard, A., & Daly, C. (2023). Reflective Teaching in Secondary Schools. Bloomsbury Publishing.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | EDUM111 - Secondary Professional Studies in Education (TWTTP) EDUM114 - QTS Achievement Outcome (Module Delivered and Outcome Assessed by TWTTP) |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 03/03/2025 |
| Last revision date | 23/05/2025 |
