1. Assess the individual needs of a pupil and identify barriers and opportunities for learning, explaining how these inform adaptive teaching and inclusive practice. Critical Reasoning and Collaboration

2. Use formative and summative assessment strategies and appropriate digital tools to monitor impact, make responsive adjustments, and evaluate the effectiveness of your approach in supporting diverse learners. Application and Problem Solving

3. Communicate and reflect critically on your adaptive teaching decisions, articulating clear rationales to professional, academic, and non-specialist audiences and identifying areas for further development in your practice. Communication Personal Development and Entrepreneurship

A written assignment in which trainees design a support plan for a child with additional needs, accompanied by a critical reflection that justifies the choices using assessment information, curriculum expectations and evidence from research and practice.

A variety of formative assessment opportunities will be offered, which may include but are not limited to:
- Mini teaching episode with peer feedback and reflection
- Group/paired work and reflective feedback
- Deliberate practice tasks with feedback aimed at differing audiences
- Self-assessment of subject knowledge
- Group discussion and questioning
- Tutorials for draft feedback

This module will deepen trainees’ understanding of adaptive teaching and inclusive practice across the primary curriculum. They will explore how to plan and deliver learning that meets the needs of all pupils, including those with additional needs, English as an Additional Language (EAL), and high prior attainment. The module will examine strategies for adapting, scaffolding, and providing challenge, as well as approaches for promoting engagement, motivation, and equity in diverse classrooms.

Key themes include:
- Principles of adaptive teaching
- Inclusive practices that support SEND, EAL, and disadvantaged learners
- Evidence-informed approaches to literacy, mathematics, and wider curriculum subjects
- Strategies for planning coherent sequences of learning and promoting transfer of knowledge and skills
- Creating a classroom culture that fosters participation, collaboration, and high expectations

This module will link closely to ‘Assessment Informed Practice in the Primary Curriculum’ module, considering how teachers use assessment and feedback to inform responsive teaching and evaluate impact.
Throughout the module, trainees will connect theory to practice, critically evaluate research-informed strategies, and develop the ability to justify pedagogical decisions that promote progress for all learners.

This module will build on your previous year’s studies as you deepen your knowledge and understanding of the primary curriculum in the context of learning and teaching in the primary school. You will develop the skills and confidence to plan and deliver adaptive teaching and inclusive practice across the primary curriculum. You will learn how to respond to the diverse needs of learners, including those with additional needs, English as an Additional Language (EAL), and pupils working above or below age-related expectations.

You will explore evidence-informed strategies to support inclusion such as the use of scaffolding and questioning with consideration on how to create a classroom culture that promotes engagement, equity, challenge and high expectations. In the module, you will look at how to plan coherent sequences of learning, use assessment to inform responsive teaching, and apply inclusive approaches that enable all pupils to succeed.

By the end of this module, you will be able to justify your pedagogical decisions using research and assessment information and communicate your plans clearly to a range of audiences.

Within this module a number of learning strategies will be used, including seminars, tutorials, peer group discussion and teaching episodes. This will facilitate proactive learning based upon previous experience gained both prior to and during the course. This will be used to build on existing knowledge and promote critical practice-based reflection.

Trainees will be encouraged to be active participants in their learning, contributing to group activities and individual tasks including flipped-learning opportunities. Some sessions require prior reading and independent research to become familiar with the key concepts and practical activities to be covered.
Lectures - Will draw on school-based placements (from level 4) and will aim to integrate practical classroom experience with appropriate theory and the pedagogy associated with the effective delivery of the National Curriculum. This will involve both independently and collaboratively working to plan, deliver and reflect on teaching episodes. These approaches are designed to enable all trainees to gain an authentic understanding of the primary classroom, developing their basic teaching skills, alongside their resilience and problem-solving abilities. 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, or the opportunity to be signposted to other departments of the University who can support individual needs.   

Independent study – A significant element of the trainees’ professional and academic development is based on further independent study. This will enhance their pedological and curriculum knowledge, underpinning this 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 trainees to engage with relevant and appropriate debates.     

This module will also provide opportunities for trainees to: 
work with their peers and colleagues
develop interpersonal and professional skills outlined within the ITTECF 
communicate and debate subject content 
effectively use the National Curriculum and EYFS curriculum documents to plan and deliver effective learning opportunities during placement

General Primary Teacher/Curriculum texts: Education Endowment Foundation (2020) Guidance Report: Special Educational Needs in Mainstream Schools Glazzard, J (2015). Teaching and supporting children with special educational needs and disabilities in primary schools

English specific texts: The most recent version of 'The Reading Framework' Department for Education The most recent version of 'The Writing Framework' Department for Education

Maths specific texts: Watson. A. and Mason. J. (2019) ‘What’s the P in…CPA?’, Association of Teachers of Mathematics, February 2019, pp.22-25. Southall, E. (2021) Yes, but why? Teaching for understanding in mathematics (2nd ed.). London: Sage Watson. A. (2016) ‘Variation: analysing and designing tasks’, Association of Teachers of Mathematics, June 2016, pp.13-18.

Science specific texts: Waller, N. (2021) Working Scientifically In The Primary Classroom: Progression of Enquiry Skills from EYFS to KS3, Centre for Industry Education Collaboration, University of York (Online)

- Blackboard
- Educational framework documentation
- Children’s literature/text; films
- Subject appropriate practical resources
- Digital tools to support learning (e.g. Padlet, Mosaic, Mentee, Virti)

Unless otherwise stated, all books will be available online through The University of Staffordshire library website. If trainees have difficulty accessing these, they can contact the University Library. There is also an online reading list for each module on this course. To access this, they go to Reading lists and then type in the module code in the search box.

Tutors will also advise trainees on the relevant texts and sections of texts to read. They will be encouraged to engage with a wide range of literature to access the latest research within their study area. Further guidance and support with academic writing can be obtained from The University of Staffordshire Library Academic skills. The study skills team can also provide 1 to 1 support.  

The University VLE enables access to course materials, lecture notes, PowerPoint presentations and reading lists.