Demonstrate knowledge and critical understanding of assessment and how the research and principles impact teaching.

1) Knowledge and Understanding;
2) Learning;

Critically evaluate and apply different approaches to planning effective lessons.

5) Problem solving
7) Application;

On completion of this module, you will be able to demonstrate through your practice that you are making satisfactory progress towards the Teachers’ Standards as evidenced through your practice in placement and your ability to teach effectively for 40% of the timetable.¿

1) Knowledge and Understanding;
2) Learning;¿¿
3) Enquiry;¿¿
4) Analysis;¿¿
5) Problem Solving;¿¿
6) Communication;¿¿
7) Application;¿¿
8) Reflection.¿

Assessment 1

Written assignment: Evaluate the effectiveness of a series of lessons planned and taught and the impact that assessment has on the progress of pupils.

Assessment 2

Satisfactory completion of all components of the on-the-job training handbook with a 5-minute presentation and PR form.

The 5-minute presentation will allow the apprentice to talk through their off the job training and how they have made progress towards the teacher’s standards.

This component is pass/fail and must be passed to complete the module.¿¿

(LO 3)¿

In this module apprentices will continue to explore how effective teaching transforms pupils' knowledge, skills, and beliefs about learning by introducing new material in steps that connect to prior knowledge, using modelling to make abstract concepts accessible, and employing guides, scaffolds, and worked examples that are gradually removed as expertise grows. Additionally, apprentices will also learn about teaching metacognitive strategies helps pupils plan, monitor, and evaluate their learning, fostering independence and academic success.

Effective assessment is essential for teaching as it provides insight into pupils' understanding and needs. Apprentices will learn to use assessments purposefully, avoiding misleading factors.

During the module, apprentices will develop their ability to:¿
Engage parents and carers in the education of their children¿¿
Teach and rigorously maintain clear behavioural expectations with different classes (or key stage for primary)¿
Create sequences of lessons, ensuring that pupils secure foundational knowledge before encountering more complex content¿
Balance exposition, repetition, practice and retrieval of critical knowledge and skills in their teaching¿
Develop pupils’ literacy by using a range of whole class reading approaches and reading high quality texts
to children¿
Use concrete representations in their teaching¿
Adapt their teaching to meet the needs of the pupils in their class¿
Make effective use of additional adults in the classroom¿¿
Use effective assessment practices in their classroom to progress learning¿
Develop effective working relationships with other professionals in the school, e.g. SENCO¿

This module will develop apprentices’ understanding of assessment and planning, supporting them to become more independent and adapting current resources to meet the needs of their class.

Apprentices will spend 3 days in school developing their professional abilities and behaviours.¿ Each apprentice will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of this module, apprentices should be teaching the class for at least 40% of the timetable.¿¿

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 5 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 apprentice teachers to:¿
work¿with their peers and colleagues
develop interpersonal¿and professional skills outlined within the ITTECF. ¿
communicate and debate subject¿content¿

Apprentices take charge for planning activities for groups and the whole class across a range of topics, culminating in them teaching the whole class for at least 40% of the timetable based on lessons they have planned themselves. Apprentices are given feedback on their practice from the school-based mentor on a weekly basis in order to help them continually develop their practice.¿

Throughout the module, apprentices are involved in weekly 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.¿¿

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¿

Coe, R. (2020) The Great Teaching Toolkit. Available at: https://www.cambridgeinternational.org/Images/584543-great-teaching-toolkit-evidence-review.pdf

Education Endowment Foundation (2021) Teacher feedback to improve pupil learning. Available at: https://educationendowmentfoundation.org.uk/tools/guidance-reports/feedback/

Wisniewski, B., Zierer, K., and Hattie, J. (2020) The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Available at: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.03087/full

University teaching sessions
Tutorials
Placement School/College meetings with school-based mentor.
University library
Materials and Links on L4 Teaching Apprenticeship Degree Blackboard and TEAMS