Demonstrate knowledge and understanding of learning theories and how pupils learn.

Delete as required

1) Knowledge and Understanding; 2) Learning;

Interpret the effectiveness and relevance of classroom practice in light of curriculum content and appropriate educational theory and high-quality research and literature.

2) Learning;
6) Communication;

Evaluate different teaching approaches through a subject lens, developing strategies to teach for relational understanding.

4) Analysis;

Apprentices will write an evaluation of Teaching for Mastery (TfM) in terms of learning theories.

LO1,2 and 3

In this module apprentices will be introduced key learning theories, memory and how pupils learn mathematics.

Throughout the module apprentices will develop an understanding that learning involves lasting changes in pupils' capabilities or understanding, heavily influenced by prior knowledge. Committing key facts to long-term memory helps in learning complex ideas. Memory, comprising working memory and long-term memory, plays a crucial role. This module will be focused on how pupils learn in mathematics, identifying aspects such as maths anxiety which can also impact pupil learning.

This module will allow apprentices to review the 5 big ideas of Teaching for Mastery (TfM), through key learning theories. They will be able to draw upon experience in their school practice to evaluate Teaching for Mastery (TfM)

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 training 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 apprentice teachers’ professional and academic development is based on further independent study. This will enhance their pedological and core 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 apprentice teachers 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 ITTECF¿
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¿

NCETM (n.d) Teaching for Mastery. Available at: https://www.ncetm.org.uk/teaching-for-mastery/
Drury, H. (2018) Teach Mathematics for Mastery. Oxford OUP
McCourt, M. (2019) Teaching for Mastery. John Catt Educational.

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