A 1500-word evaluation of behaviour management strategies in school and recommendations for their own practice, covering LOs 1,2 and 3.

The assignment will focus on:
* Research linked to routines and high expectations
* Reflection on observations made in school linked to routines, high expectations and behaviour management strategies
* Strategies and actions for their own practice

Formative assessment:

Apprentices will complete activities linked to Routines and High Expectations which will provide contextual knowledge and practical examples which they can draw upon in their summative assessment task.

Apprentices will self- and peer-assess the activities.

In this module apprentices will 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 an educational professional, as well as exploring the pedagogy and their ability to reflect effectively to positively impact on their practice. Apprentices will also focus on routines, behaviours and high expectations, exploring the research connected to this area of the Initial Teacher Training and Early Career Framework (ITTECF).

Apprentices are expected to use on the job learning opportunities¿and links during off the job learning,¿(which will link to¿DfE¿requirements)¿to¿gain the necessary¿knowledge, skills and behaviours to¿enable apprentices to¿transition to Level 6 (year 3) of the Undergraduate¿Primary Teacher Degree Apprenticeship.

Learning within this module maps to the following Fundamental British Values:
* Democracy – learner voice, advocacy, openness to challenge
* Rule of Law – safeguarding frameworks, escalation, statutory responsibilities
* Individual Liberty – reflection, CPD, supporting independence
* Mutual Respect – equity, diversity, positive relationships, collaboration
* Tolerance – recognising and valuing difference, inclusive practice

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – statutory safeguarding, safe spaces, inclusion
* Identifying and Managing Risks – risk assessment, hazard mitigation, escalation
* Safeguarding & Supporting Individuals – barriers to learning, advocacy, empathy
* Raising Awareness & Preventing Harm – reporting, communication with stakeholders

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – embedding inclusion, respect and fairness
* Ensuring Equal Opportunities – overcoming barriers, tackling inequalities
* Embedding Respect for Diversity – valuing learner voice, collaboration, openness to challenge

Sessions will be linked to the following Knowledge and skills

¿K1-5,8, 22,25,26, 40. S1,2,3,5,6,17,18

Sessions will be linked to the following Behaviours

B1-6

1. Explain and apply statutory and non-statutory frameworks (e.g., safeguarding, curriculum, behaviour policies) within the teaching assistant role.

University Learning Outcome: Knowledge and Understanding, Application

2. Evaluate strategies for creating and maintaining positive learning environments, including behaviour management approaches.

University Learning Outcome: Problem solving, Learning

3. Reflect on their own professional practice to identify strengths and areas for development, implementing feedback to enhance performance.

University Learning Outcome: Learning, Reflection

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 apprentices 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

Apprentices will be supported when planning activities across a range of topics, culminating in them being able to contribute to whole class and groups teaching. 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.

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

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

Bosanquet, P., Radford, J. and Webster, R. (2021) The teaching assistant’s guide to effective interaction: How to maximise your practice. Abingdon: Routledge.¿

Cremin, T. and Burnett, C. (2025) Learning to Teach in the Primary School (5th ed.) Oxon: Routledge.

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)

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-cla…¿

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 specialist teaching assistants 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. Establishing effective routines is key to successful classroom practice.