Evaluate a chosen resource or set of resources, covering LOs 1, 2 and 3. Evaluate the extent to which it supports the needs of a specific group of pupils in terms of inclusivity.

This 1500-word evaluation will include the following:

* Introduction: Context of chosen group of pupils and their barriers to learning.
* Evaluation: Evaluate a set of resources (or single resource) considering the extent to which it will support the learning and well-being of the identified group.
* Recommendations: Provide at least 2 recommendations for the school to support inclusive practice.

Formative assessment:
A short presentation (5 minutes) on a specific group of learners and what their educational needs are – supported by literature.

The module will examine the personal, cultural and structural factors that affect equal opportunities and inclusive practice, with a particular focus on SEND. This will include an examination of historical landmark events leading to current legislative expectations with regard to inclusion and equal opportunities. This module will enable apprentices to apply their knowledge of inclusion to the primary classroom and begin to develop the skills of adapting teaching for a range of learners.

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, enabling participation
* Rule of Law – SEND safeguarding frameworks and statutory responsibilities
* Individual Liberty – supporting learner independence and inclusion
* Mutual Respect – respectful and positive professional relationships
* Tolerance – inclusive SEND practice, valuing difference

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – SEND-safe environments and safeguarding frameworks
* Identifying and Managing Risks – SEND-specific escalation and risk assessment
* Safeguarding & Supporting Individuals – advocating for SEND learners, empathy, trust-building
* Raising Awareness & Preventing Harm – SEND statutory responsibilities and reporting

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – inclusive SEND approaches
* Ensuring Equal Opportunities – removing SEND-related barriers
* Challenging Discrimination – advocating for SEND learners, tackling bias
* Accessibility in Education – SEND identification, assessment, and strategies

Sessions will be linked to the following Knowledge and skills

K4, 12-15, 19,20, 24 , 30-35

S15, 21, 24,26,27,28,29

1. Identify barriers to learning experienced by SEND pupil groups, referencing relevant theoretical models

University Learning Outcome: Knowledge and Understanding

2. Evaluate resources and the extent to the intended impact on learning and wellbeing of the identified group

University Learning Outcome: Analysis

3. Make informed recommendations for future practice to promote inclusion and equity

University Learning Outcome: Problem solving

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

Sewell, A and Smith, J (2020) introduction to Special Educational Needs, Disability and Inclusion: A students Guide. London. Sage

Woolley, R. (2017). Understanding inclusion: Core Concepts, policy and practice. Routledge

During this module you will examine the personal, cultural, and structural factors influencing equal opportunities and inclusion, with a particular focus on SEND. You will also explore key historical and legislative developments while learning to adapt teaching to meet the needs of all primary learners.