During the module, apprentices will develop their ability to:

Set high expectations which inspire, motivate and challenge pupils.

Promote good pupil progress and outcomes.

Demonstrate good subject and curriculum knowledge.

Plan and teach well-structured lessons.

Adapt teaching to respond to the strengths and needs of all pupils.

Make accurate and productive use of assessment.

Manage behaviour effectively to ensure a good and safe learning environment.

Fulfil wider professional responsibilities.

Conduct themselves professionally.

During both phases apprentices will demonstrate their developing curriculum and pedagogical knowledge competence by engaging with a continuous curriculum audit. This to be completed weekly with school-based mentor. To be RAG rated and actions identified and undertaken to recognise and address any curriculum knowledge and/or pedagogical gaps. To be used as evidence for gaining QTS and at EPA for the meeting of Teachers’ Standard/KSB 2, 3 and 4.

Assessment 1 requires the use of the weekly school-based-mentor meeting and triangulation meetings (every 2 months with apprentice, school-based-mentor, WBEO and academic tutor). Apprentice to present subject knowledge audit and 1000-word reflection, using theoretical models, focussing on progress made against Teachers’ Standard 3 and the impact this has had on their planning and teaching of lessons. Produce a further action plan for Phase 2. Formative assessment to be used to measure confidence and competence with respect to meeting the Teachers’ Standards/KSB 2, 3 and 4. (LO 1, 2, 3, 4).



Assessment 2 is based on previous action plan. Apprentice to reflect, using theoretical models, on subject knowledge development over training year. Primary to select one core and one foundation subject, Secondary to select own specialist subject on which to focus during ECF, creating a further action plan to be used during the EPA professional discussion. Formative assessment to be used to evidence progress made during Phase 2 with respect to meeting the requirements of the Teachers’ Standards/KSB 2, 3 and 4. (LO 1, 2, 3, 4).



Because of the potential range of diversity in the level of both subject and pedagogical knowledge and confidence held by the apprentices, prior to training, this module’s assessments have been designed to be formative in nature. This approach allows for the continuous monitoring of their curriculum and pedagogical knowledge by the inclusion of Phase 1 and 2 reflection points, requiring the apprentices to evaluate their current position using feedback from professional colleagues and a range of theoretical models. Use of action planning is made to provide each apprentice with a roadmap to action any subject or pedagogical knowledge gaps within a specific timeframe. The resultant reflections and action plans are used to evidence the meeting of the Teachers’ Standards/KSBs and as an element of the EPA professional discussion. This process will further support the identification of their specific training requirements, after gaining Qualified Teacher Status (QTS) and completing their apprenticeship, as they progress into the next phase, the Early Career Framework (ECF).

This module directly links to the requirements of off the job training. This module has various learning outcomes which require the apprentices to consistently evaluate their subject knowledge and professional practice. This is centred around their off the job university and partners sessions, whilst being integrated into their on-the-job professional practice. Sessions will include face to face, synchronous and asynchronous approaches, with the aim being to build a community of practice.

University sessions will involve reviewing subject content and examples of lesson planning. The sessions will respond to the emerging needs of the apprentices in their preparation for teaching. This will involve examining appropriate approaches to particular topics, taking into account both contemporary thinking within the discipline, and the constraints of the school curriculum. Where appropriate, apprentices will be asked to draw on their personal experience of their subject or phase. They will also make use of key learning resources to refine their subject knowledge and apply this through their reading and participation in the university sessions to their lesson planning and teaching strategies. They will have opportunities to discuss with their school-based mentor and academic tutor specific issues concerning the nature and significance of various aspects of their subject or phase.¿



University workshops will draw heavily upon apprentices’ school experience and help them in the reflection and interpretation of their professional experience in the light of current practice within specific subject education. Links will often be made to the Education and Professional Issues module with a view to setting these issues in a subject specific context that refers to current educational thinking and research. Apprentices will often be asked to collaborate with colleagues in preparing and presenting views on key issues and in the development of specific learning activities. They will also frequently be required to research issues in school or contribute examples of their schoolwork to university sessions as the basis for discussion.¿



Further support is available during timetabled sessions with their academic tutor.¿¿

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¿

Demonstrate a systematic knowledge and understanding of the subject to plan and critically evaluate lessons or a sequence of lessons, which utilise appropriate teaching and learning strategies, as well as suitable resources.

Knowledge & Understanding
Learning
Application
Enquiry
Analysis
Problem Solving
Communication
Reflection


Design and critically evaluate lessons and teaching, learning methodologies and techniques using subject knowledge and current education research.

Analysis
Communication
Knowledge & Understanding
Learning
Problem Solving


Analyse and critically evaluate the role of subject knowledge, using specific teaching and learning activities aimed at meeting the statutory requirements of the National Curriculum.

Knowledge & Understanding
Learning
Analysis
Reflection


Analyse and critically evaluate the effectiveness of lessons on pupils’ learning and progress.

Communication
Knowledge & Understanding
Learning
Analysis
Reflection

Primary:

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

Creasy, M. (2022) Independent Thinking on Primary Teaching: Practical Strategies for working smarter not harder (Independent Thinking Press, Carmarthen)

Ofsted (2021) Curriculum Research Reviews https://www.gov.uk/government/collections/curriculum-research-reviews (Accessed 12.2.24)

Robinson, C. (2015) Your primary school-based experience: a guide to outstanding placements (Critical Publishing, Northwich)

Secondary:

Abbott, I., Huddleston, P. and Middlewood, D., (2019). Preparing to Teach in Secondary Schools: A Student Teacher's Guide to Professional Issues in Secondary Education. McGraw-Hill Education (UK).

Capel, S., Lawrence, J., Leask, M. and Younie, S. eds., (2019).¿Surviving and Thriving in the Secondary School: The NQT's Essential Companion. Routledge.

Ofsted (2021) Curriculum Research Reviews https://www.gov.uk/government/collections/curriculum-research-reviews (Accessed 12.2.24)

Knowledge Rich Curriculum

Brunskill, J. (2018) I’m bringing knowledge back. | Pedfed¿¿¿which is worth reading along with his school’s website info on curriculum.¿¿Reach Academy Feltham |Approach to Curriculum Design

Deng, Z., (2022). Powerful knowledge, educational potential and knowledge-rich curriculum: Pushing the boundaries.¿Journal of Curriculum Studies,¿54(5), pp.599-617.

Dinh, H., (2019). Towards a knowledge-rich curriculum.¿Journal of Curriculum Studies Research,¿1(1), pp.54-70.

Enser, M. (2018) Knowledge in the classroom | Teaching it Real

Moses, A., (2020). Knowledge-Rich Curriculum.¿YC Young Children,¿75(5), pp.4-5.

Neuman, S.B. and Danielson, K., (2021). Enacting content-rich curriculum in early childhood: The role of teacher knowledge and pedagogy.¿Early Education and Development,¿32(3), pp.443-458.

Newmark, S.¿(2018) Planning a knowledge curriculum.

Oliver, D. and Nguyen, B., (2023). Creating a knowledge-rich curriculum at primary level.¿agora,¿58(1), pp.3-7.

Rata, E., (2019).. Knowledge-rich teaching: A model of curriculum design coherence.¿British Educational Research Journal,¿45(4), pp.681-697.

Turner, S. (2018) https://ragazzainglese.wordpress.com/2018/02/14/pub-quiz-or-published-what-are-the-aims-of-a-knowledge-rich-curriculum/

Walker, R. (2018) My #rEDBrum talk: The Nature of School Science Knowledge

University teaching sessions
Tutorials
Placement School/College meetings with school-based mentor
University library
Materials and Links on L6 Teaching Apprenticeship Blackboard and TEAMS

This module gives you the opportunity to reflect upon your own curriculum knowledge confidence and competence. You will undertake a continuous subject knowledge audit, working with your school-based-mentor and the academic tutor to identify and proactively address gaps. You will further explore, within your phase, the aims and objectives of specific subject education; subject curriculum history and current curriculum debate; and the nature of subject learning. In this element of the module, you will learn about setting learning objectives and lesson planning; how to develop learning resources; preparing a series of lessons and potential issues associated with pupil progression; adaptive teaching strategies and common pupil misconceptions. You will also explore subject knowledge in the context of age, level, ability and programme of study, aiming to build appropriate challenge into subject learning. The module will utilise a number of teaching approaches including campus-based face to face, synchronous and asynchronous sessions. These sessions will allow for the opportunity for you to develop your subject knowledge and practiced based upon the most recent research and appropriate theory.