Demonstrate knowledge and critical understanding of the social, cultural and political context in relation to inclusion, disadvantage and diversity.

1) Knowledge and Understanding;
2) Learning;
4) Analysis;
8) Reflection.

Analyse and interpret the outcomes of inequality, the need for inclusive practice and identify recommendations for solutions.

3) Enquiry;
4) Analysis;
5) Problem Solving;

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 50% of the timetable.¿

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

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)

Apprentice 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. Apprentice teachers should critically analyse the impact of their chosen policy in terms of pupil outcomes and contribution to an inclusive teaching and learning environment.

Apprentice teachers are able to select their report focus and subheading structure to enable maximum flexibility for the students to increase accessibility.


Assessment 2

Satisfactory completion of all components of the on-the-job training handbook with a 10 minute presentation and PR form.

The 10-minute presentation will allow the apprentice to talk through their off the job training and how they have made progress towards the teachers standards.

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

(LO 3)¿

In this module apprentices will develop an understanding of inclusion and inclusive practices that will affect equal opportunities.

This module will enable apprentices to apply their knowledge of inclusion to the classroom and begin to develop the skills of adapting teaching for a range of learners.

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 across different key stages.¿¿
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¿

Your professional teacher identity has been developed throughout level 4 and 5 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.

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 50% 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 50% 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¿

EEF (2020) Special Educational needs in mainstream schools. Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send

Jorgenson, C., Perry, T., & Dobson, G. (n.d) Migrant Children with Special Educational Needs – emerging findings from a recent review and their implications for educational practice. Available at: https://my.chartered.college/research-hub/migrant-children-with-special-educational-needs-ai-emerging-findings-from-a-recent-review-and-their-implications-for-educational-practice/

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

University teaching sessions
Tutorials
Placement School/College meetings with school-based mentor.
University library
Materials and Links on L5 Teaching Apprenticeship Degree Blackboard and TEAMS