Based on a digital resource that parents can use to support an aspect of maths, apprentices will give a 10 minute presentation, covering LOs 1,2, and 3, which outlines the following:

* Rationale for the resource
* How the resource caters for diverse learners
* How the resource will be communicated to parents

Formative assessment:
Design prototype plan for the resource. There will be some inclusion of digital technologies when creating the resource.

In this module apprentices will be introduced to the Primary National Curriculum (DfE, 2013), with a focus on the core subjects of English, maths and science in the Early Years Foundation Stage and Key Stages 1 and 2. Apprentices will examine the statutory curriculum requirements in parallel to the development of their teaching practice based upon established pedagogy and educational theory.

Topics include but are not limited to; early reading and phonics development, the effective use of the Concrete Pictorial Abstract (CPA) approach; addition and subtraction, and the promotion of a working scientifically methodology to children’s investigations.

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 – enabling dialogue, advocacy for pupil needs
* Individual Liberty – overcoming barriers, supporting independence
* Mutual Respect – relationships, valuing diversity
* Tolerance – recognising socio-cultural inequalities

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – nurturing classroom environments
* Safeguarding & Supporting Individuals – communication with learners, parents and carers
* Raising Awareness & Preventing Harm – reporting concerns, escalating issues appropriately

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – inclusive curriculum design, fairness
* Ensuring Equal Opportunities – addressing inequalities in learning access
* Embedding Respect for Diversity – listening to learners, valuing perspectives

Sessions will be linked to the following Knowledge and skills

K1, 12,13,14, 17,18,28,29,42, S20

1. Apply knowledge of core curriculum sequencing and teaching strategies to design an accessible, parent resource

2. Adapt and evaluate resources to ensure accessibility and inclusion for diverse learners

3. Communicate effectively with parents and carers to support learning at home

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

Allen, M. (2021) Primary science: teaching theory and practice. 9th edn. London: Learning Matters.

Bushnell, A., Smith, R. and Waugh, D. (2022) Modelling exciting writing. London: Routledge.

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

Cremin, T. (2022) Teaching English creatively. 3rd ed. Boca Raton, FL: Routledge, an imprint of Taylor and Francis.

McCourt, M. (2019) Teaching for mastery. Woodbridge: John Catt Educational Ltd.

Pound, L. and Lee, T. (2021) Teaching mathematics creatively (3rd ed.) London: Routledge

Quigley, A. and Routledge (2020) Closing the reading gap. 1st ed. Abingdon, Oxon¿; Routledge.

You will explore how to teach English, maths, and science with confidence, covering phonics, the Concrete Pictorial Abstract (CPA) approach, and hands-on scientific enquiry through the Primary National Curriculum.