During the module, apprentices will develop their ability, within their employing and alternative placements schools, to:

Set high expectations which inspire, motivate and challenge pupils.

Promote good progress and outcomes by pupils.

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.

An Evidence Portfolio, with integrated reflection element, which allows for a judgement of the apprentice’s current position against the Teachers’ Standards/KSBs will be created. This will assess the apprentice’s teaching and reflective practice focusing on curriculum knowledge, pedagogy, assessment, behaviour management, and professional behaviours.

Learning outcomes will be assessed initially by the school-based mentor and moderated by the academic tutor.

Upon completion of this module apprentices must be able to provide strong and consistent evidence of their professional practice against the Teachers’ Standards/KSBs outlined below.

CCF Area 1 (TS1 and 7) High Expectations and Managing Behaviour

CCF Area 2 (TS2, 4 and 5) How Pupils Learn, Classroom Practice and Adaptive Teaching

CCF Area 3 (TS3) Subject and Curriculum

CCF Area 4 (TS6) Assessment

CCF Area 5 (TS8) Professional Behaviours

Teachers’ Standards Part 2

Learning outcomes will be assessed by an evidence portfolio which will include high-quality evidence of teaching and professionalism, in conjunction with the assignments outlined below. Due to the professional nature of the apprenticeship this is a pass/fail module. The evidence portfolio will further be used within the EPA as part of the professional discussion.



Assessment 1

Evidence Portfolio Part 1 - Reflection and Action Plan - 1000 words (50%).

Apprentice working in conjunction with work-based and academic tutor to identify a significant element of practice, based on classroom practice observations, on which to focus creating an action plan to be implemented during the alternative placement. SMART targets identified within this plan will form the focus for practice and professional development during the alternative placement.

(LO1)



Assessment 2

Evidence Portfolio Part 2 - Reflection and Action Plan - 1000 words (50%).

Continuation of an evidence portfolio, with integrated reflection element, which allows for a judgement of the apprentice’s current position against the Teachers’ Standards/KSBs. The completed evidence portfolio for use during the EPA professional discussion, though not assessed, will be divided into sections in relation to each of the Apprenticeship/Teacher Standards. This will assess the apprentice’s teaching and professional practice in preparation of EPA.

Apprentice working in conjunction with school-based mentor and academic tutor reflect on the progress made against the previously identified actions and SMART targets.

(LO1)

This module directly links to the requirements of ‘on the job’ training and is further linked to the Educational & Professional Issues and the Teaching a Knowledge Rich Curriculum modules. This module has a learning outcome which requires the apprentices to collate and analyse evidence from their work-based experiences to demonstrate their confidence and competence against the Apprenticeship/Teacher Standards.



Apprentices need to have successfully completed all modules prior to gaining QTS and entering EPA.

The employer will identify an appropriately experienced work-based mentor who already has QTS to support the apprentice in practice.

The work-based mentor will receive training and regular briefings from the university academic team.

Face to face, one to one contact and support from work-based mentors and academic tutor.

Apprentice to have a one-hour weekly meeting with work-based mentor.

The role of the work-based mentor is to act as a critical friend in practice, meeting regularly whilst undertaking systematic observations and feeding back on areas of strength and development.

The work-based mentor to support the apprentice in identifying and setting appropriate professional development targets.

Apprentice to observe the professional practice of other colleagues, reflecting on these with work-based mentor and during ‘off the job’ training at the university and with other providers.

Demonstrate through confident, competent and consistent professional practice that you have met all elements of the Teachers Standards/KSBs. Further evidence and reflect on how you meet the Teacher Standards/KSBs, developing, where appropriate, action plans to define a focus for your professional development.


Knowledge & Understanding
Learning
Application
Enquiry
Analysis
Problem Solving
Communication
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 Mentor
University library
Materials and Links on L6 Teaching Apprenticeship Blackboard and TEAMS

This module focuses on your ‘on the job’ element of the apprenticeship, which makes up 80% of your training. This allows you to experience the realities of teaching, ranging from the planning and delivery of lessons to the creation of a calm and safe learning environment. During the module you will gather high-quality evidence of your professional practice to demonstrate your meeting of the Teachers’ Standards / KSB, thus evidencing the requirements for Qualified Teacher Status.