Acquiring and developing knowledge is one of the core purposes of education. But why do we teach the topics we do? How can we effectively teach different kinds of knowledge, and how can we develop our own knowledge for teaching purposes? In this module, you'll explore perspectives on knowledge in primary education. You'll take part in key debates, examine examples of learning, and develop your own views. Along the way, you'll strengthen your skills in critical reflection, information literacy, and decision-making, enhancing both your academic and professional skills and preparing you for future study and employment in education and beyond.
| Course facts | |
|---|---|
| About this course: | |
| Course code | E209 |
| Credits | 60 |
| OU Level | 2 |
| SCQF level | 8 |
| FHEQ level | 5 |
| Course work includes: | |
| 3 Tutor-marked assignments (TMAs) | |
| End-of-module assessment | |
| No residential school | |
At the beginning of the module, you will audit your subject knowledge in maths, science, language and literacy, computing and ICT. Throughout the module, you will be guided through activities that will help you identify your strengths and weaknesses as well as steps you can take to improve your knowledge in these subjects. Three module readers and dedicated online forums moderated by subject specialists will support your subject knowledge development.
The module is structured around five themes:
This is a practice-focused module because as you develop your own subject knowledge, you will maintain a focus on supporting children's learning in schools and early years settings. This module supports the professional development of practitioners, but it is also appropriate if you do not work or volunteer in school on a regular basis. If you do not have regular access to a setting, it is recommended that you arrange to be in school for at least two days per block (a minimum of 10 days). During this time you will observe policy and practice in relation to supporting children's learning, interview teachers and carry out activities with children.
A wide range of interview and observational audio-visual and written resources are included in the study materials. They focus on practitioner perspectives and practice as well as children's learning. Throughout the module you will draw on these resources as well as on any personal experiences you have of supporting children in primary education settings.
By the end of the module you will have developed your subject knowledge in the essential curriculum areas of maths, language and literacy, science and computing & ICT and your understanding of:
You will also have demonstrated:
This module is relevant to you if you:
If you are thinking about training to be a teacher, please see our booklet Becoming a teacher.
There are no formal academic or experiential requirements to study this module.
However, we strongly advise you to arrange a placement in an education setting for children aged between 3 and 12 (that follows a formal primary phase curriculum) – for example, a school – for at least 10 days to observe learning and teaching and gain exposure to a practice context.
This module will be suitable if you are based outside of the UK, but if you are not already working or volunteering in school on a regular basis we recommend you arrange opportunities to spend some time during the module in a formal educational setting for children aged 3-12 (for example in a voluntary capacity) to observe teaching and learning and gain exposure to a practice context.
Note: Access to education settings will require you to meet the 'fit person' criteria in your country to work with children. You and your setting are responsible for ensuring you meet these requirements, not the OU.
If you're not sure you're ready, talk to an adviser.
Three printed subject readers (for English, mathematics and science subject knowledge), also available as ebooks; all other study material is provided online via the module website which includes:
You'll get help and support from an assigned tutor throughout your module.
They'll help by:
Online tutorials run throughout the module. While they're not compulsory, we strongly encourage you to participate. Where possible, we'll make recordings available.
The assessment details for this module can be found in the facts box.
The OU strives to make all aspects of study accessible to everyone. The Accessibility Statement below outlines what studying this module involves. You should use this information to inform your study preparations and any discussions with us about how we can meet your needs.
All of this module's study materials are online. Online materials are composed of pages of text with images; audio and video clips of varied time lengths (all with transcripts or subtitles); diagrams; and interactive media. Online materials also include links to external resources, online forums and online tutorial rooms. Three readers are provided in hard paper-copies and also online.
This module provides a range of online learning events. Although not compulsory, attendance at the online tutorials will help you consolidate your learning.
You will be required to work with other students and an element of this is assessed. This includes looking at, and commenting on, others' work; reflecting on others' comments on your work; and working together with fellow learners on a project.
This is a practice-focused module and if you have access to an early years or primary educational setting, you will be supported to relate theory and subject knowledge development to your practice context. It is recommended that you spend at least 10 days in a practice setting. It is your responsibility to arrange access to a school or early years setting and to liaise with the setting about any accessibility issues. Audiovisual practice examples are provided as an alternative study experience for those students who cannot access a practice setting. Reflections based on practice examples form part of several assignments.
Mathematical and scientific symbols and expressions are used in parts of the module.
The study materials contain a considerable number of diagrams, graphs, video clips and photographs. Reading, interpreting and watching these is an important part of the study of this module. Figure descriptions are provided for all figures and many videos.
You will be required to search for, and make use of, third‑party material online. Many links are provided in the module materials. For more independent searches, full instructions are included in the module content. You will evaluate the effectiveness of a range of science websites, identified by you, as resources to support subject knowledge development – this is an assessed activity. Alternatives for assessed research material can be provided to enable you to meet the learning outcomes of the module.
This module has tutor-marked assignments (TMAs) and an end-of-module assessment (EMA). You will be required to use applications, such as Scratch and Storybird, for the EMA. Links and instructions are included in the module materials. If you have any concerns about this aspect of the module, please contact us for further advice.
You will receive feedback from your tutor on your submitted tutor-marked assignments (TMAs). This will help you to reflect on your TMA performance. You should refer to it to help you prepare for your next assignment.
All University modules are structured according to a set timetable and you will need time-management skills to keep your studies on track. You will be supported in developing these skills.
You will use X (formerly Twitter) and an online pinboard tool such as Padlet.
Developing subject knowledge for the primary years (E209) starts once a year – in October.
This page describes the module that will start in October 2026.
We expect it to start for the last time in October 2033.
This course is expected to start for the last time in October 2033.