Demonstrate knowledge and understanding of behaviour, routines and high expectations and how the research and principles impact teaching.

1) Knowledge and Understanding;
2) Learning;

Evaluate the appropriateness of the approaches currently used in schools to support behaviour, routines and high expectations in light of well-established theory and educational policy,

1) Knowledge and Understanding; 2) Learning;
7) Application;

Analyse developments in your professional role and responsibilities in the role of a teacher.¿

4) Analysis;
8) Reflection.

On completion of this module, you will be able to demonstrate through your practice that you are making satisfactory progress towards the Teachers’ Standards as evidenced through your practice in placement and your ability to teach effectively for 20% of the timetable.

1) Knowledge and Understanding; 2) Learning;
3) Enquiry;
4) Analysis;
5) Problem Solving;
6) Communication;
7) Application;
8) Reflection.

Assessment 1

A 10–12-minute presentation which focuses on:

Research linked to routines and high expectations

Reflection on observations made in school linked to routines and high expectations

Strategies and actions that they will employ when they take over their classes full time.

LOs 1,2 and 3



Assessment 2

Satisfactory completion of all components of the on-the-job training handbook and PR form. This component is pass/fail and must be passed to complete the module.

LO 4

In this module apprentices will continue to explore their developing personal, professional and academic identities, linking these to their on the job experiences. They will focus on developing their understanding of what it means to be a professional teacher, with reference to Part 2 of the Teachers’ Standards (DfE, 2013). Apprentices will also focus on routines, behaviours and high expectations, exploring the research connected to this area of the ITTECF.



During the module, apprentices will develop their ability to:

Create positive learning environments and build effective relationships with pupils

Set high expectations which inspire, motivate and challenge pupils

Apply rewards, rules and sanctions consistently, in line with school policy

Plan lessons which take into account pupils’ prior knowledge

Develop an awareness of common misconceptions and begin to address these in their teaching

Use concrete and abstract examples in their teaching

Develop their use of a range of question types to challenge pupils’ thinking

Understand that pupils learn at different rates and require different level of support to succeed

Take responsibility for pupil progress

Reflect on their own practice and use these reflections, along with feedback from experienced colleagues, to develop their practice

Build effective relationships with staff in their own class and understand the impact that effective working relationships between staff have on children in the class

Demonstrate the required professional behaviours

This module will develop your understanding of issues in education and your development as a professional. Routines can be considered a highly recommended practice within the classroom. it is vital novice teachers are given the time and space to practice and reflect on these practices, enabling them to focus on other aspects of teaching later on in the programme, if you do not get the routines right from the start, many other aspects are not possible to implement.

Apprentices will spend 2 days on the job developing their professional abilities and behaviours. Each apprentice will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of this module, apprentices should be teaching the class for at least 20% of the timetable (over the 2 days on the job).

Within this module a number of learning strategies will be used, including seminars, tutorials, peer group discussion. This will facilitate proactive learning based upon previous experience gained both prior to and during the course.

Sessions - Will draw from the school-based element within Level 4 aiming to integrate practical classroom experience with appropriate theory and practice. This will involve the use of case studies, apprentice-led inquiry, problem solving and collaboration and reflection on practice.

Lectures – These sessions will predominately be face to face with some elements of digital or virtual provision.

Tutorials – These provide the opportunity to discuss assignment requirements and reflections with the module tutors and gain academic support from academic mentors.¿¿¿

Independent study – A significant element of the apprentices’ professional and academic development is based on further independent study. This will enhance their pedological and curriculum knowledge, underpinning this with engagement with theory and the key concepts discussed in lectures, group discussions and tutorials.¿

Guided reading – A reading list and appropriate resources will be provided to enable apprentices to engage with relevant and appropriate debates.¿
¿
This module will also provide opportunities for apprentice teachers to:¿

work¿with their peers and colleagues
develop interpersonal¿and professional skills outlined within the CCF¿
communicate and debate subject¿content¿

For academic support, apprentices can arrange a tutorial/s where draft assessment work may be discussed.¿¿¿

Further academic skills support is available from the academic skills tutors:¿ https://libguides.staffs.ac.uk/study-skills¿and IT support also available: from Digital Services:¿¿ https://libguides.staffs.ac.uk/get-digital¿

Apprentices will be supported when planning activities for groups and the whole class across a range of KS3 topics, culminating in them teaching the whole class for at least 20% of the timetable based on lessons they have co-planned or planned independently. Apprentices are given feedback on their practice from the school-based mentor in order to help them continually develop their practice.

Throughout the module, apprentices are involved in professional discussions with their mentor, covering areas such as behaviour and high expectations, rules & routines, school approaches to teaching their subject, classroom practice, how pupils learn, adapting teaching to meet the needs of individual children, assessment and professional development. In this way, they learn from experienced professionals about many aspects of classrooms practice.

Bennett, T. (2020) Running The Room. The Teacher’s Guide to Behaviour, John Catt Educational Ltd.

Ofsted (2014) Below the radar: low-level disruption in the country’s classrooms. Available at: https://www.gov.uk/government/publications/below-the-radar-low-level-disruption-in-the-countrys-classroom

Education Endowment Foundation (2019) Improving behaviour in schools: six recommendations for improving behaviour in schools. Available at: Improving Behaviour in Schools | EEF (educationendowmentfoundation.org.uk)

Abbot, I et al (2019) Preparing to teach in secondary schools (Open University Press, Maidenhead)

Capel, S.A. and Leask, M. et al (2019) Learning to teach in the secondary school: a companion to school experience (Routledge, London)

Johnston-Wilder, S. (2011) Learning to teach mathematics in the secondary school: a companion to school experience. 3rd ed. London: Routledge.

University teaching sessions
Tutorials
Placement School/College meetings with school-based mentor.
University library
Materials and Links on L4 Teaching Apprenticeship Degree Blackboard and TEAMS