Apprentices will critically evaluate a teaching resource linked to a foundation subject of their choice, covering LOs 1, 2 and 3. The resource may be AI-generated or a commercially available scheme used within the school.

The evaluation should consider:
* Implementation: How the resource was used in practice, either by a teacher or a teaching assistant working with a small group.
* Impact on Learning: Evidence of the resource’s effectiveness in supporting pupil engagement, progress, and inclusivity.
* Critical Reflection: Strengths, limitations, and recommendations for enhancing the resource’s use in future teaching practice.

Formative assessment:
Identify the resource and annotate teaching strategies and adaptations that can be used in the planning phase.

This module explores effective pedagogical approaches for teaching foundation subjects, with a focus on how resources can support pupil progress, engagement, and inclusivity. Apprentices will critically evaluate teaching resources (including AI-generated and commercially produced materials), considering their impact when used by teachers and teaching assistants in whole-class and small-group settings. Attention will also be given to metacognition and how it can be embedded within foundation subject teaching to develop independent and reflective learners.

Learning within this module maps to the following Fundamental British Values:
* Individual Liberty – learner independence and choice
* Mutual Respect – collaborative practice

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Safeguarding & Supporting Individuals – advocating for learners, recognising vulnerabilities

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Ensuring Equal Opportunities – adapting provision and assessment fairly
* Embedding Respect for Diversity – valuing learner perspectives

Sessions will be linked to the following Knowledge and skills
5a, 5d, 6a, 6b, 6c

1. Apply pedagogical theory to evaluate the effectiveness of a chosen foundation subject resource.

University Learning Outcome: Knowledge and Understanding, Enquiry

2. Assess the extent to which the resource supports pupil engagement, progress and inclusion.

University Learning Outcome: Analysis, Problem Solving

3. Make evidence- informed recommendations to enhance the resource or its use in practice

University Learning Outcome: Learning

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

Coleman, J. (2023) Essential guides for early career teachers: Teaching primary foundation subjects. London: Critical Publishing

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

In this module you will explore effective strategies for teaching foundation subjects, evaluating how a variety of resources - including AI tools and commercially available resources - enhance engagement, progress, inclusivity, and metacognitive learning in the classroom.