Identify a current issue within their setting.¿Prepare and deliver a staff meeting presentation, covering LOs 1 and 2, which outlines the following:
* National data context
* Local data context
* School data context
* What does the school currently do to address these issues?
* What could they do differently, with specific links to literature, research and evidence informed practice.

Formative assessment:
Identify issue and share national, local data/context and at least 2 pieces of literature that link directly to the chosen issue.
Peer-assess in trios.

This module will adapt year on year, as it aims to engage with contemporary issues in education. This will link to government led initiatives, sector driven concerns, as well as future challenges within the wide field of primary education. The aim of the module is to develop high level professional practitioners who are reflective and critical thinkers with a clear understanding of the complexities of primary education. Potential key areas of focus could include, the Relationships, Sex and Health Education curriculum and the associated challenges, the debate associated with Ofsted’s Review of Sexual Abuse and the resultant policy and practice. The changing impact of deprivation and the use of Pupil Premium, policies associated with immigration and their influence on primary provision with respect to the supporting of minority / marginalised groups. The module could also potentially examine, the arguments connected to performativity and school inspection, along with a focus on engaging all stakeholders and the wider community. This module will promote the opportunity for apprentice teachers to apply the professional skills developed during their on the job training whilst underpinning their professional practice with current theory, research and policy.

During this module, apprentices will undertake an alternative placement designed to enhance their understanding of varied teaching contexts ensuring that they have had the opportunity to teach across multiple key stages.

Learning within this module maps to the following Fundamental British Values:
* Democracy – engaging with educational debates and learner voice in social context
* Rule of Law – analysing education policy and legal frameworks governing teaching
* Individual Liberty – encouraging reflective professionalism and responsibility
* Mutual Respect – developing ethical reasoning and professional empathy
* Tolerance – exploring diversity, inclusion, and equality in contemporary education

Learning within this module maps to the following principles of Safeguarding & Prevent:
* Creating a Safe & Inclusive Environment – understanding the policy frameworks that underpin safe education
* Identifying and Managing Risks – examining emerging safeguarding and digital challenges
* Raising Awareness & Preventing Harm – exploring the Prevent Duty and approaches to counter radicalisation
* Promoting Resilience & Well-being – evaluating strategies to promote mental health and well-being in education

Learning within this module maps to the following principles of Equality, Diversity & Inclusion (EDI):
* Promoting Inclusive Practices – analysing inclusion and equity in policy and practice
* Ensuring Equal Opportunities – addressing structural inequalities in education
* Challenging Discrimination – critically engaging with bias, privilege, and representation
* Embedding Respect for Diversity – promoting inclusive values and ethical professionalism

Sessions will be linked to the following Knowledge and skills
1a, 1c, 3a, 8a,

1. Critically evaluate national, local, and school-level data in relation to a current educational issue, demonstrating a systematic understanding of the data and educational issue

University Learning Outcome: Knowledge & Understanding, Enquiry

2. Utilise research, literature, and evidence-informed practice to critically appraise the school’s current approach to the identified issue, and propose innovative, evidence-based strategies, communicating findings effectively to specialist and non-specialist audiences.

University Learning Outcome: Analysis, Problem Solving, 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 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

EEF (2023) Guide to pupil premium. Available at: https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance-for-teachers/pupil-premium/Pupil-Premium-2023.pdf?v=1696434151

Gov.UK (2025) Relationships and sex education (RSE) and health education. Available at: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

PSHE association (n.d). Available at@ https://pshe-association.org.uk/

In this module you will explore contemporary issues in primary education, including curriculum developments, policy, inclusion, and equity. You will critically engage with research and current debates while applying professional skills to develop reflective, evidence-informed practice that meets the needs of diverse learners and communities.