1. Plan, teach and evaluate effective learning sequences by securing foundational knowledge before introducing more complex content, adapting teaching to meet diverse needs, and using assessment practices to take accountability for pupil progress. Application and Problem-Solving Digital Literacy

2. Demonstrate confident, professional engagement with the wider school community by taking the lead in liaising with parents and carers, working collaboratively with colleagues and contributing positively to the wider school culture and shared responsibility for all pupils. Communication Critical Reasoning and Collaboration

3. Reflect on your professional practice, including strengths, areas for development, your ability to apply strategies to support your own wellbeing, and your readiness to enter the teaching profession. Reflection Personal Development & Entrepreneurship

4. Teach the class for 80% of the pupils’ timetable. Application and Problem-Solving Personal Development & Entrepreneurship

Professional discussion supported by evidence portfolio, which evidences all professional competencies as listed in the Teachers’ Standards. The portfolio should include documentary evidence such as copies of children’s work, examples of planning, feedback from your mentor, weekly teaching observation forms, placement booklet, etc. The discussion should include you outlining a target you had in placement, what you did to improve this element of your practice and what impact it had on children's learning.

Formative assessment will take the form of weekly lesson observations carried out by a school-based mentor and a placement observation carried out by a University tutor.

Assessment 2 Progress review of teaching: The trainee's school-based mentor (general mentor) will complete a progress review of the trainee’s practice, which will be linked directly to percentage of teaching (80% whole class) required alongside the strengths and areas for development, linked to the Teachers’ Standards.

During the module, trainees 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
- Develop strategies to manage their wellbeing when teaching an 80% teaching load By the end of the Level 6 placement, trainees should be teaching the class for 80% of the timetable.

This final teaching placement is your opportunity to step forward with confidence, take real ownership of teaching and learning, and begin thinking—and acting—like a fully-fledged member of the school community. Building on everything you achieved in your earlier placements, you will now take on a broader, deeper and more sustained level of responsibility, developing the independence and professional judgement you’ll need as you move towards qualified teacher status.

During the module, you’ll strengthen your ability to plan with purpose and clarity. You’ll create coherent sequences of lessons that help pupils secure essential knowledge before tackling more complex content, and you’ll adapt your teaching in responsive, thoughtful ways to meet the varied needs of the learners in your class. With an 80% teaching load by the end of the placement, you’ll refine your classroom routines, strengthen your subject and pedagogical knowledge through wider professional networks, and build the stamina and strategies needed to maintain your wellbeing.

Your role within the wider school environment also expands significantly during this placement. You will take the lead in liaising with parents and carers, communicating with confidence and fostering relationships that support children’s learning beyond the classroom. You’ll work closely with other professionals—such as wellbeing leads and support staff—and you’ll develop the skills to deploy additional adults effectively so that their contribution enhances, rather than replaces, your own teaching.

You’ll continue to build a classroom culture defined by high expectations, consistency and respect. You’ll take accountability for pupils’ progress, using effective assessment practices to shape your decisions and secure meaningful learning over time. Beyond your own classroom, you’ll contribute positively to the wider school culture and develop a strong sense of shared responsibility for improving the lives of all pupils in the school.

By the end of this placement, you will have demonstrated that you can manage a substantial teaching load, build strong relationships with families and colleagues, and create learning experiences that support every child to thrive. This module marks a significant milestone in your journey—one that brings you closer to stepping into your first teaching post with confidence, clarity and purpose.

Responsibilities will increase during the course of this placement. Initially, trainees observe experienced teachers, focussing on how they adapt learning for pupils in their class. They use their observations as a basis for taking charge of planning activities for the whole class across a range of subjects, culminating in them teaching the whole class for at least 80% of the timetable by the end of the placement, based on lessons they have planned themselves. Trainees 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 placement, trainees are involved in weekly professional discussions with their mentor, covering areas such as liaising with parents, long and medium-term planning procedures, procedures in schools for teachers’ continuing professional development, how colleagues work together and support each other professionally, personalising rules and routines, managing workload and wellbeing and applying for jobs. In this way, they learn from experienced professionals about many aspects of classrooms practice.

Education Endowment Foundation (2018) Working with parents to support children’s learning. Available at: Working with Parents to Support Children's Learning | EEF

Rosenshine, B. (2012) Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 12–20. Available at: https://doi.org/10.1111/j.1467-8535.2005.00507.x

Sweller et al (2019)- Cognitive Architecture and Instructional Design: 20 Years Later https://link.springer.com/article/10.1007/s10648-019-09465-5

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

A placement in a primary school will be required for this module.