A report of a planned teaching session, covering LOs 1, 2 and 3, which provides the following:
* Justification of the lesson design and teaching strategies which outlines how the lesson meets the needs of the identified group of learners in relation to SEND
* Evaluation (with evidence) of the effectiveness of the lesson and the impact on learning

Formative assessment:
Share lesson plans (peer-assessment)

This module examines the factors that affect pupil progression in learning, with a particular focus on the impact of adverse childhood experiences, special educational needs and disabilities (SEND). Apprentices will critically engage with theory and research to understand how teaching and assessment strategies can be adapted to meet diverse needs. They will also develop their professional skills in lesson design, evaluation, and reflection, ensuring that teaching has a measurable and positive impact on learner outcomes.

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 voice
* Rule of Law – SEND statutory safeguarding frameworks
* Individual Liberty – supporting independence and inclusion
* Mutual Respect – inclusive and respectful practice
* Tolerance – valuing SEND diversity

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – SEND-safe practice
* Identifying and Managing Risks – SEND-related escalation
* Safeguarding & Supporting Individuals – SEND advocacy and empathy
* Raising Awareness & Preventing Harm – SEND statutory safeguarding and reporting

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – inclusive SEND approaches
* Ensuring Equal Opportunities – removing SEND barriers
* Challenging Discrimination – advocating for learners
* Accessibility in Education – SEND identification, assessment, support

Sessions will be linked to the following Knowledge and skills

K4-14, 16,19,20, 24,25, 28, 30-35

S2,3,4,7-18, S21-29

1. Design lesson plans that address the diverse needs of learners, including those with SEND challenges

University Learning Outcome: Communication, Problem Solving

2. Apply inclusive teaching strategies and theoretical frameworks to promote equity and wellbeing

3. Justify design decisions with reference to research and professional standards

University Learning Outcome: Learning, 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

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

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

In this module you will examine how SEND and adverse experiences affect learning, and develop research-informed strategies to design, adapt, and assess lessons for positive pupil outcomes.