Assessment 1:
1500-word reflection and action plan (500-words) based on a simulated professional conversation with parents/careers and guardians, covering LOs 1, 2 and 3.

Assessment 2:
A 15-minute professional discussion, covering LO 4, to demonstrate competencies against the knowledge, skills and behaviours.

Formative assessment:
Apprentices will use simulated technology to replicate and practice professional conversations with parents/careers and guardians.

They will then act on the feedback provided to improve future communication strategies.

In this module apprentices will further develop and explore their developing personal, professional and academic identities, linking these to their on-the-job experiences.

They will further develop on developing their understanding of what it means to be a professional with reference, as well as exploring the pedagogy and their ability to reflect effectively to positively impact on their practice.¿ Apprentices will also focus on routines, behaviours and high expectations, assessment, communicating with stakeholders and exploring the research connected to this area of the ITTECF.

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, professional advocacy
* Rule of Law – safeguarding, escalation, reflective practice
* Individual Liberty – CPD, aspiration, autonomy
* Mutual Respect – respectful professional relationships
* Tolerance – inclusive practice, recognising diversity

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – safe spaces, inclusive practice
* Identifying and Managing Risks – escalation, risk assessment
* Safeguarding & Supporting Individuals – advocacy, empathy, recognising vulnerability
* Raising Awareness & Preventing Harm – statutory safeguarding and reporting
* Promoting Resilience & Preventing Harm – resilience-building, tackling risks of exploitation/radicalisation

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – embedding inclusion and fairness
* Ensuring Equal Opportunities – supporting learner needs fairly
* Challenging Discrimination – advocacy and professional challenge
* Embedding Respect for Diversity – collaboration and openness to perspectives

Sessions will be linked to the following Knowledge and skills

K3,5,6 8-12,16,21,22,23, 25-28

S1-8, 13,14,15,15,18,19,20,22,23

Sessions will be linked to the following Behaviours

B1-6

1. Demonstrate effective communication strategies in a simulated professional conversation with parents.

University Learning Outcome: Communication

2. Reflect critically on personal communication skills, identifying strengths and areas for development

University Learning Outcome: Reflection

3. Develop a professional action plan to enhance future practice when working collaboratively

University Learning Outcome: Application

4. Reflect critically on personal and professional development and impact on pupil’s learning and development

University Learning Outcome: Reflection

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 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

Bosanquet, P., Radford, J. and Webster, R. (2021) The teaching assistant’s guide to effective interaction: How to maximise your practice. Abingdon: Routledge.

Cremin, T. and Burnett, C. (2025) Learning to Teach in the Primary School (5th ed.) Oxon: Routledge.

EEF (2021) Working with parents to support children’s learning. Available at: https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/supporting-parents/EEF_Parent…

In this module you will explore effective communication with stakeholders and collaborative multi-professional working, enabling you to support pupils’ learning, wellbeing, and overall achievement within the primary classroom.