Demonstrate knowledge and critical understanding of assessment and feedback and how the research and principles impact teaching.

1) Knowledge and Understanding;
2) Learning;

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.¿

1) Knowledge and Understanding;
2) Learning;¿¿
3) Enquiry;¿¿
4) Analysis;¿¿
5) Problem Solving;¿¿
6) Communication;¿¿
7) Application;¿¿
8) Reflection.¿

Assessment 1

Present evidence portfolio to tutors which evidences all professional competencies as listed in the Teachers’ Standards.¿

Due to the professional nature of the course this is a pass/fail module.¿¿

This module must be passed for trainees to be recommended for QTS.¿¿

LO2

Assessment 2

Apprentices will be asked to identify a particular aspect of assessment and feedback used within their teaching. They will critically evaluate the effectiveness and impact of this assessment and the associated feedback on pupil outcomes.

LO1 – 3000 words

In this module apprentices will further develop their use of assessment and feedback, ensuring that both the assessments and feedback are actionable. High-quality feedback, whether written or verbal, should be clear, accurate, and provide specific guidance for improvement, ultimately helping pupils to monitor and regulate their own learning over time.

During the module, apprentices will develop their ability to:¿
Take the lead in liaising with parents¿
Engage parents and carers in the education of their children¿¿
Teach and rigorously maintain clear behavioural expectations¿¿
Create sequences of lessons, ensuring that pupils secure foundational knowledge before encountering more complex content¿
Adapt their teaching to meet the needs of the pupils in their class¿
Strengthen pedagogical and subject knowledge by participating in wider networks¿
Ensure that support provided by additional adults in the class is additional to, rather than a replacement for, support from the teacher¿
Take accountability for pupil progress¿
Use effective assessment practices in their classroom to progress learning¿
Contribute positively to the wider school culture¿
Develop a feeling of shared responsibility for improving the lives of all pupils within the school¿
Develop effective working relationships with other professionals in the school, e.g. wellbeing lead¿
Manage an 80% teaching load effectively (for at least 6 weeks)¿
Develop strategies to manage their wellbeing when teaching an 80% teaching load¿

This module will further develop apprentices’ understanding of assessment and feedback allowing them to become more critical about their choice of assessment and feedback and the impact that it has on pupil outcomes.

Apprentices will spend 4 days in school developing their professional abilities and behaviours.¿ Each apprentice will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of this module, apprentices should be teaching the class for at least 70% of the timetable (with 6 weeks teaching at 80%).¿¿

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 6 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 apprentice teachers to:¿
work¿with their peers and colleagues
develop interpersonal¿and professional skills outlined within the ITTECF. ¿
communicate and debate subject¿content¿

Apprentices take charge for planning activities for groups and the whole class across a range of key stages culminating in them teaching the whole class for at least 70% of the timetable (with 6 weeks teaching at 80%), based on lessons they have planned themselves. Apprentices 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 module, apprentices are involved in weekly 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.¿¿

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¿

Coe, R. (2020) The Great Teaching Toolkit. Available at: https://www.cambridgeinternational.org/Images/584543-great-teaching-toolkit-evidence-review.pdf

Education Endowment Foundation (2021) Teacher feedback to improve pupil learning. Available at: https://educationendowmentfoundation.org.uk/tools/guidance-reports/feedback/

Wisniewski, B., Zierer, K., and Hattie, J. (2020) The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Available at: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.03087/full

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