1. Plan and deliver coherent sequences of effective lessons that are adapted to the needs of individuals and use a range of teaching strategies to support understanding. Application and Problem-Solving Digital Literacy

2. Use assessment and professional collaboration to progress learning, including applying effective assessment practices, and contributing to a coordinated approach with colleagues. Communication Critical Reasoning and Collaboration

3. Reflect on your learning in this placement and compare your practice to Placement 1, identifying how your practice has developed, areas for development and the impact that addressing these areas will have on pupils. Reflection Personal Development & Entrepreneurship

4. Teach the class for 50% of the pupils’ timetable. Application and Problem-Solving Personal Development & Entrepreneurship

Assessment 1 Progress review of teaching: The trainee's school-based mentor (general mentor) will complete a progress review of the trainee’s practice, which will be linked directly to percentage of teaching (50% whole class) required alongside the strengths and areas for development.

Assessment 2 Professional discussion supported by evidence portfolio, which demonstrates your successful classroom practice in the areas of: Adaptive teaching, assessment (in core subjects), and classroom practice. The portfolio should include documentary evidence such as copies of children’s work, examples of planning, feedback from your mentor, weekly teaching observation forms, placement booklet, etc. The discussion should include you outlining a target you had in placement, what you did to improve this element of your practice and what impact it had on children's learning.

Formative assessment will take the form of weekly lesson observations carried out by a school-based mentor and a placement observation carried out by a University tutor.

During the module, trainees will develop their ability to:
- Engage parents and carers in the education of their children
- Teach and rigorously maintain clear behavioural expectations in a different Key Stage than in placement 1
- Create sequences of lessons, ensuring that pupils secure foundational knowledge before encountering more complex content
- Balance exposition, repetition, practice and retrieval of critical knowledge and skills in their teaching
- Develop pupils’ literacy by using a range of whole class reading approaches and reading high quality texts to children
- Use concrete resources and visual representations in their teaching
- Adapt their teaching to meet the needs of the pupils in their class
- Make effective use of additional adults in the classroom
- Use effective assessment practices in their classroom to progress learning
- Develop effective working relationships with other professionals in the school, e.g. SENCO By the end of the Level 5 placement, trainees should be teaching the class for 50% of the timetable.

In this module, you’ll take the next big step in your development as a trainee teacher, building on everything you learned and achieved during your Level 4 placement. This is your opportunity to deepen your practice, broaden your experience, and begin to think and act with greater professional confidence as you work in a new Key Stage and take on more responsibility for pupils’ learning.

Across the placement, you’ll explore what it means to design learning with real intention and purpose. You’ll create sequences of lessons that help pupils grasp vital foundational knowledge before guiding them into more complex ideas. You’ll learn to balance explanation, modelling, practice, repetition and retrieval so that children remember what you teach—and can use it with increasing independence.

You’ll also continue to refine the way you support and challenge pupils. You’ll use concrete resources and visual representations to make abstract concepts accessible, and you’ll develop your ability to adapt instruction so that every child is able to succeed. Working alongside additional adults becomes even more important at this stage, and you’ll learn how to deploy their support thoughtfully and collaboratively to maximise learning.

This placement also gives you the opportunity to broaden your professional relationships. You’ll see how teachers, SENCOs, and other colleagues work together to meet pupils’ diverse needs—and you’ll begin contributing to that joined-up approach. You will also develop your confidence in engaging with parents and carers, recognising the vital role they play in supporting children’s progress.

Throughout, you’ll be practising, reflecting, refining and taking steps towards the teacher you’re becoming. You’ll grow more confident in your decisions, more skilled in your pedagogy, and more aware of the positive impact you can have.

By the end of the module, you’ll be teaching the whole class for 50% of the timetable. You’ll have strengthened your ability to plan for progression, manage learning in a new Key Stage and work effectively with the wider school community—taking you another exciting step closer to becoming a highly capable and reflective practitioner.

Responsibilities will increase during the course of this placement. Initially, trainees observe experienced teachers, focussing on how they establish a culture of trust and respect and how they reinforce rules and routines in their classrooms. Trainees work with groups of children under the direction of the teacher before
taking charge for planning activities for groups and the whole class across a range of subjects, culminating in them teaching the whole class for at least 50% of the timetable by the end of the placement, based on lessons they have planned themselves. Trainees are given feedback on their practice from the school based mentor on a weekly basis in order to help them continually develop their practice.

Throughout the placement, trainees are involved in weekly professional discussions with their mentor, covering areas such as managing behaviour, planning steps in learning, adapting teaching to meet the needs of individual pupils, providing feedback, scaffolding pupil self-assessment, planning for a range of teaching methodologies and approaches to continuing professional development. In this way, they learn from experienced professionals about many aspects of classrooms practice.

Burnett, C and Cremin, T. (2018) Learning to teach in the primary school, Open University Press, Maidenhead.

Education Endowment Foundation (2020) Special education needs in mainstream schools: guidance report. Accessible from: Special Educational Needs in Mainstream Schools | EEF

Education Endowment Foundation (2021) Teacher feedback to improve pupil learning: guidance report. Accessible from: Teacher_Feedback_to_Improve_Pupil_Learning.pdf

A placement within a primary school is required for this module.