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 social and emotional well-being.

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.

This module will explore historical and contemporary perspectives surrounding social and emotional wellbeing. It considers the full range of mental health and wellbeing aspects across the education phases to develop a broad knowledge and understanding in a range of professional contexts. Societal issues will be examined and the impact this has on children and young people’s mental health and well-being. Issues such as family and peer relationships through the education phases, developmental maturity, inequalities and prevalence of social media will be explored to understand the impact on children’s lives. The module will also raise awareness of mental wealth and how to promote positive behaviours and resilience in a personal and/or professional context.

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 – advocacy and learner participation
* Rule of Law – safeguarding frameworks, SEWB statutory responsibilities
* Individual Liberty – resilience and self-reflection
* Mutual Respect – empathy and respectful practice
* Tolerance – SEWB inclusion and valuing difference

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – SEWB safe environments
* Identifying and Managing Risks – recognising vulnerability and escalation
* Safeguarding & Supporting Individuals – meeting SEWB needs, building trust
* Promoting Resilience & Preventing Harm – SEWB strategies for well-being and resilience

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – fairness, empathy, respect
* Ensuring Equal Opportunities – supporting SEWB for all learners
* Challenging Discrimination – advocacy, tackling bias
* Accessibility in Education – SEWB inclusion strategies

Sessions will be linked to the following Knowledge and skills

K4, 12-15, 19,20, 24, 36-40

S15, 21, 24, 26,30,31,32

1. Identify mental health and well-being barriers to learning experienced by a specific pupil group, referencing relevant theoretical models

University Learning Outcome: Knowledge and Understanding

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

University Learning Outcome: Analysis

3. Make informed recommendations for future practice to promote social and emotional well-being

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

Barden, N and Caleb, R (2019) Student mental health and wellbeing in Higher Education

Garner, S (2020) Mental Health in Education: Building good foundations, London: Routledge

Musgrave, J (2017) Supporting Children’s Health and well-being, London: SAGE

Viana, S. G (2018) Developing children’s resilience and mental health, London: Routledge

In this module you will examine the personal, cultural, and structural factors influencing equal opportunities and inclusion with a specific focus on social and emotional well-being. You will also explore key historical and legislative developments while learning to adapt teaching to meet the needs of all primary learners.