Presentation (10 minutes) on the impact of assessment on a series of foundation lessons taught, covering LOs 1, 2 and 3.

The presentation must include the following:
* Choice of assessment used
* The links to literature which outlines why they chose that form of assessment
* What the assessment told them as a teacher.
* How they adjusted their teaching – in light of that assessment.
* What impact did the assessment have on the pupils progress and learning?
* Recommendations for their future practice in terms of assessment within lessons and the feedback given to pupils.

Formative assessment:
Identify different forms of assessment and match literature to each form of assessment (which either supports or provides alternative viewpoints and perspectives).

This module explores advanced pedagogical concepts and practices that underpin effective teaching and learning in foundation subjects. It focuses on the critical role of assessment in shaping in the moment teaching decisions and enhancing pupil progress. Students will engage with contemporary literature and research to develop a nuanced understanding of how assessment interacts with cognitive and pedagogical processes.

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, 6a, 6b, 6c, 6d.

1. Critically evaluate and justify the choice of assessment methods used in foundation lessons, drawing on relevant literature and reflect on their effectiveness in informing teaching practice and pupil progress.

University Learning Outcome: Reflection, Enquiry

2. Analyse assessment data to identify learning needs and misconceptions, and develop responsive teaching strategies that address these, demonstrating decision-making in complex and unpredictable classroom contexts

University Learning Outcome: Analysis, Problem Solving

3. Effectively communicate the impact of assessment on pupil learning and progress, applying theoretical and practical knowledge to propose recommendations for future assessment and feedback practices.

University Learning Outcome: Communication, Application

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 KS3 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

Coleman, J. (2023) Essential guides for early career teachers: Teaching primary foundation subjects. London: Critical Publishing.

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

In this module you will explore advanced pedagogy in foundation subjects, highlighting the role of assessment in guiding teaching and enhancing pupil progress. You will also engage with contemporary research to understand how assessment informs cognitive and pedagogical decision-making in the classroom.