It is underpinned by the belief that children must be enabled both to use and reflect upon all modes of language. It is also informed by the belief that children's language and literacy learning is a developmental process and that, although there are distinctive elements relating to specific age phases, all students need to understand the processes involved. The course is designed to develop students' confidence in their own mathematical knowledge and to introduce them to a range of approaches to the teaching and learning of mathematics so that they can effectively teach mathematics in the primary classroom. Students for both age phases study the mathematical content defined in the Early Learning Goals and the National Curriculum for Key Stages 1 and 2 to provide an overview of the progression in children's mathematical learning from 3 to 11. The emphasis and the practical teaching activities studies differ according to the age phase selected.
Science now has a firmly established place as a core subject within the primary school.
The course is designed to develop students' own scientific knowledge and understanding. In addition, students are introduced to a range of approaches to the teaching and learning of science so that they can effectively teach science in the primary classroom. The course is delivered in a manner that reflects good primary practice, underpinned by a constructivist view of children's learning of science. The course is designed to develop the students' practical art skills and knowledge of the cultures and traditions of artists, craftspeople and designers. Studio activities are closely related to the processes of learning in the early years and primary classroom settings, and are intended to build student confidence in what may be for many an area of inexperience.