2000-word Literature review on research related to chosen oracy strategy that is used within their setting, covering LOs 1, 2 and 3. Recommendations for own practice regarding that oracy strategy
(critique and recommendations for own practice)

Formative assessment:
To support apprentices’ ability to engage with literature critically, apprentices will identify key arguments contained within at least 2 academic texts which are linked directly to a specific oracy strategy and share these with peers.

This module explores how to create effective learning environments that support progress in mathematics, English, and science. Trainees will engage with research-informed strategies, with a particular focus on oracy as a tool for learning. Through critical engagement with literature, apprentices will evaluate the effectiveness of oracy strategies in classroom practice and make recommendations for their own professional development and practice.

Learning within this module maps to the following Fundamental British Values:
* Democracy – enabling dialogue and learner participation
* Individual Liberty – supporting independence and choice
* Mutual Respect – collaboration and relationships

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – classroom safety and inclusion
* Safeguarding & Supporting Individuals – advocacy, empathy, effective communication
* Raising Awareness & Preventing Harm – reporting concerns and escalation

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – fairness and equity in curriculum
* Ensuring Equal Opportunities – supporting all learners equally
* Embedding Respect for Diversity – valuing diverse perspectives

Sessions will be linked to the following Knowledge and skills
3a, 3b, 3c, 3d.

1. Critically analyse research evidence on oracy strategies in core subjects

University Learning Outcome: Enquiry, Analysis

2. Evaluate the applicability of research findings to own educational context

University Learning Outcome: Problem solving

3. Recommend evidence based approaches to improve teaching and learning in oracy

University Learning Outcome: Learning, Enquiry

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 ITTECCF
* 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

Allen, M. (2021) Primary science: teaching theory and practice. 9th edn. London: Learning Matters.

Bushnell, A., Smith, R. and Waugh, D. (2022) Modelling exciting writing. London: Routledge.

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

Cremin, T. (2022) Teaching English creatively. 3rd ed. Boca Raton, FL: Routledge, an imprint of Taylor and Francis.

McCourt, M. (2019) Teaching for mastery. Woodbridge: John Catt Educational Ltd.

Pound, L. and Lee, T. (2021) Teaching mathematics creatively (3rd ed.) London: Routledge.

Quigley, A. and Routledge (2020) Closing the reading gap. 1st ed. Abingdon, Oxon¿; Routledge.

In this module you will explore how to create effective learning environments in maths, English, and science, using oracy and research-informed strategies to enhance teaching and inform your professional development.