Assessment 1:
Report: 2500 word covering LOs 1, 2 and 3.

Apprentices are required to produce a 2,500-word analytical report evaluating how a selected school currently supports pupils through key educational transitions (e.g., primary to secondary or first to middle, nursery to reception). The report should critically compare existing school practices with current literature and research on effective transition strategies.

Drawing on this analysis and key literature, apprentices should formulate evidence-based recommendations that the school could adopt to enhance its transition processes.

Assessment 2:
A 20-minute professional discussion, covering LO 4, to demonstrate competencies against the knowledge, skills and behaviours.

Formative assessment:
Provide a rationale for their chosen aspect of transition.

This module equips students with the knowledge, skills, and confidence to evaluate transition initiatives within a school setting and to present their ideas professionally in a job interview context. Students will explore the theory and practice of educational transition, critically engage with current literature, and develop strategic recommendations tailored to their chosen phase of transition. The module culminates in a simulated job interview presentation, providing authentic preparation for future employment.

Learning within this module maps to the following Fundamental British Values:
* Democracy – promoting learner voice, collaboration, and shared decision-making
* Rule of Law – applying statutory frameworks, behaviour policies, and professional codes
* Individual Liberty – supporting reflection, autonomy, and responsibility in learning
* Mutual Respect – fostering trust, empathy, and positive professional relationships
* Tolerance – respecting difference and diversity in pupils, colleagues, and communities

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – establishing safe, respectful, and inclusive classrooms
* Identifying and Managing Risks – applying behaviour frameworks and identifying safeguarding concerns
* Safeguarding & Supporting Individuals – maintaining awareness of pupil well-being and escalation routes
* Raising Awareness & Preventing Harm – addressing risks of harm or radicalisation through professional responsibility
* Promoting Resilience & Well-being – supporting resilience and well-being within professional boundaries

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – modelling inclusion, fairness, and professional respect
* Ensuring Equal Opportunities – differentiating to meet diverse learning needs
* Challenging Discrimination – addressing bias and promoting equity in practice
* Embedding Respect for Diversity – valuing varied experiences and perspectives

Sessions will be linked to the following Knowledge and skills
8a, 8b, 8c, 8d, 8e.

Sessions will be linked to the following Behaviours
1a, 1b, 1c, 1d, 1e, 2, 3.

1. Demonstrate a systematic understanding of pupil transition within your current institution.

University Learning Outcome: Knowledge and Understanding

2. Apply current research and literature to develop and justify recommendations for supporting pupil transition within a chosen phase.

University Learning Outcome: Application

3. Communicate and critically reflect on a rationale for a chosen aspect of transition, demonstrating initiative, personal responsibility, and the ability to evaluate the impact of proposed strategies on pupil experience and progression.

University Learning Outcome: Reflection, Communication

4. Reflect critically on personal and professional development and impact on pupil’s learning and development.

University Learning Outcome: Reflection, Communication

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

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

Apprentices will be supported when planning activities for groups and the whole class across a range of topics, culminating in them teaching the whole class for at least 80% of the timetable based (for at least 6 weeks) on lessons they have planned independently. Apprentices are given feedback on their practice from the school-based mentor in order to help them continually develop their practice.

Throughout the module, apprentices are involved in 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.

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

Learning Matters (2025) The National Curriculum and the Teachers’ Standards (Ready to Teach). 4th edn. London: SAGE Publications.

In this module you will develop skills to evaluate school transition initiatives, engage critically with theory and research, and present strategic recommendations confidently, culminating in a simulated job interview to prepare for authentic future employment opportunities.