Student perceptions of learning to teach the foundation subjects: How do pre-service teachers in England perceive the curriculum subjects in primary schools – and are foundations secure?

Our study examined the development of student expertise in teaching the primary foundation subjects. In the English primary national curriculum these include, art, design technology, history, geography, art, physical education, music, modern foreign languages and computing. The perceived marginalisation of foundation subjects is an ongoing concern across the sector, particularly for the arts and humanities. Since September 2019, English schools have been working to a new Ofsted inspection framework, which requires considering their curriculum in terms of both breadth and depth. It seemed timely to explore how Initial Teacher Education (ITE), in collaboration with the schools that support primary ITE students on teaching practice, can better facilitate opportunities for students in the foundation subjects.

Whilst acknowledging that there are many routes into teaching, our research focussed upon a university-based training route. We explored the ITE student voice in order to understand the opportunities presented in schools and at university to teach and learn about foundation subjects. Data came from a final year cohort of 126 ITE students on a three-year undergraduate BA Primary Education with qualified teacher status. ITE student perceptions provide a starting point to reflect on these issues and present a challenge for how we respond to their voice.