The module will examine the personal, cultural and structural factors that affect equal opportunities and inclusive practice. 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 student teachers to apply their knowledge of inclusion to the primary classroom and begin to develop the skills of adapting teaching for a range of learners.

Assignment 1 (Semester 1)
Policy Report
A report on a chosen policy related to inclusion and the impact of that policy on educational practice.
(2000 words) - (LO 1, 2, 3 and 4)
Student teachers are to select a policy related to inclusion and write a report that demonstrates their knowledge of the political and historical context of the policy and also include the impact on educational practice both in terms of research and their own placement experience. Student teachers should critically analyse the impact of their chosen policy in terms of pupil outcomes and contribution to an inclusive teaching and learning environment.
Student teachers are able to select their report focus and subheading structure to enable maximum flexibility for the students to increase accessibility.

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 various school-based placements throughout Levels 4 and 5 aiming to integrate practical classroom experience with appropriate theory and practice. This will involve the use of case studies, student-led inquiry, problem solving and collaboration and reflection on practice.

Lectures – Will be timetabled to build upon the blocks of placement undertaken during Levels 4 and 5, fully integrating the practical and academic elements of the course. 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 student 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 student teachers to engage with relevant and appropriate debates.

This module will also provide opportunities for student teachers to:
work with their peers and colleagues
develop interpersonal and professional skills outlined within the CCF
communicate and debate subject content
to utilise case studies in the development of their own professional practice.

1. Demonstrate knowledge and critical understanding of the social, cultural and political context in relation to inclusion, disadvantage and diversity. Knowledge & Understanding, Learning, Analysis, Reflection

2. Analyse and interpret the outcomes of inequality, the need for inclusive practice and identify recommendations for solutions. Knowledge & Understanding, Enquiry, Analysis, Problem solving

3. Critically evaluate current practice in relation to specific equality and inclusion issues making reference to relevant policy and legislation and demonstrate how it relates to own practice. Application, Reflection, Communication

4. Critically evaluate the range of specific services that are provided for children, young people and adults with additional needs. Learning, Reflection

MS Teams and Blackboard
Unless otherwise stated, all books will be available online through Staffordshire University library website. If student teachers have difficulty accessing these, they can contact the University Library. There is also an online reading list for each module on this course. To access this, they go to Reading lists and then type in the module code in the search box.
Tutors will also advise student teachers on the relevant texts and sections of texts to read. They will be encouraged to engage with a wide range of literature to access the latest research within their study area. Support with referencing will be provided by the module tutor with the student teachers being encouraged to access Refzone for further guidance. They must use the Refzone Harvard system when referencing their research.
Further guidance and support with academic writing can be obtained from Staffordshire University Library Academic skills. The study skills team can also provide 1 to 1 support.
The University VLE and MS Teams enables access to course materials, lecture notes, PowerPoint presentations and reading lists.
The University VLE and MS Teams enables access to course materials, lecture notes, PowerPoint presentations and reading lists.

Cremin, T. and Burnett, C. (2018). Learning to teach in the primary school (4thedition). London: Routledge

Sobel, D., & Alston, S. (2021). The Inclusive Classroom: A new approach to differentiation. Bloomsbury Publishing.

Student teachers must have successfully completed all modules at Level 4 of the BA Primary Education (QTS) course. Also, they must have passed Level 4 school-based teaching practices.

Your professional teacher identity has been developed over the past two years and this module enables you to reflect on some of the issues that professional teachers may encounter in order to improve your practice. You will learn what research and policy has to contribute to these issues and reflect on your own practice in light of these challenges.