Professional discussion which allows the apprentice to justify their medium-term plan and how it supports progression in learning, covering LOs 1 and 2.

Formative assessment:
Create a medium-term plan for science.

This must include:
* Practical lessons
* Prior learning
* Assessment

This module enables students to critically design and justify medium-term planning in science education, with a focus on progression in learning. It explores how pedagogical theory and classroom practice intersect to support effective teaching, particularly through assessment, modelling, and cognitive development strategies.

Learning within this module maps to the following Fundamental British Values:
* Democracy – encouraging pupil participation and collaborative learning
* Rule of Law – applying curriculum and assessment expectations consistently
* Individual Liberty – promoting autonomy, creativity, and learner independence
* Mutual Respect – building positive relationships and valuing all learners
* Tolerance – encouraging understanding of cultural, religious, and social diversity

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – providing safe and creative spaces for learning
* Safeguarding & Supporting Individuals – recognising individual needs and following safeguarding processes
* Raising Awareness & Preventing Harm – identifying and addressing bias or harmful stereotypes
* Promoting Resilience & Well-being – fostering social and emotional well-being through foundation subjects

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – embedding inclusive practice across creative and cultural learning
* Ensuring Equal Opportunities – adapting teaching strategies to engage all learners
* Challenging Discrimination – representing diversity within curriculum content
* Embedding Respect for Diversity – celebrating diversity and promoting mutual understanding

Sessions will be linked to the following Knowledge and skills
3a, 3b, 3c, 3d, 4d, 4e, 6b, 6c

1. Apply subject-specific pedagogical knowledge to design a medium-term science plan that incorporates practical lessons, prior learning, and assessment strategies, demonstrating decision-making in a variety of classroom contexts.

University Learning Outcome: Application, Problem Solving

2. Justify and critically reflect on the rationale behind a medium-term science plan, demonstrating the ability to communicate ideas and evaluate their impact on pupil progression and learning.

University Learning Outcome: Communication, Reflection

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 60% of the timetable based 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

Allen, M. (2021) Primary science: teaching theory and practice. 9th edn. London: Learning Matters.

Bushnell, A., Smith, R. and Waugh, D. (2022) Modelling exciting writing. London: Routledge.

Cremin, T. and Burnett, C. (2025) Learning to Teach in the Primary School (5th ed.) Oxon: Routledge.

Cremin, T. (2022) Teaching English creatively. 3rd ed. Boca Raton, FL: Routledge, an imprint of Taylor and Francis.

McCourt, M. (2019) Teaching for mastery. Woodbridge: John Catt Educational Ltd.

Pound, L. and Lee, T. (2021) Teaching mathematics creatively (3rd ed.) London: Routledge.

Quigley, A. and Routledge (2020) Closing the reading gap. 1st ed. Abingdon, Oxon¿; Routledge.

This module will equip you to design and justify medium-term science plans, linking pedagogy and classroom practice to support learning progression through effective assessment, modelling, and cognitive development strategies for impactful teaching.