Professional Values and Practice 2 (Primary Apprenticeship)

Please note

This document only provides information for the academic year selected and does not form part of the student contract

School:

School of Education and Professional Development

Credit Rating:

Level (including FHEQ):

H (FHEQ Level 6)

Graded or Non Graded:

Non Graded

Version Valid From:

2022-05-18

Module Leader:

Liz Zsargo

Version Number

2024.01

Learning Methods

Guided Independent Study

Tutorial and Project Supervision

Work Based Learning

Lecture

Synopsis

This module supports your professional learning in the second assessed phase of your school based training. The module continues to support your progress in meeting the Teachers’ Standards focusing on the development of inclusive pedagogy and practice. For assessment, you will critically evaluate how your developing skills enabled you to … For more content click the Read More button below.

Learning Strategy

The module will be delivered by tutors and supported by experienced mentors from schools within the ITE partnership. School based learning provides the context in which trainees will develop their understanding of the module content. For School Direct programmes, the delivery model will be negotiated between each Lead School and … For more content click the Read More button below. University lectures and tutor led sessions will consist of a combination of lectures, seminars, group activities, practical tasks, tutorials and guided independent study. In order to support the delivery of the module for trainees and apprentices employed within a broad range of school alliances and partnerships, a blended learning strategy may be used. This approach will include face-to-face intensive study, online learning including tutorials, guided learning activities, webinars and directed tasks supported by our Virtual Learning Environment. Unsupervised learning will include observation of classroom practice, analysis of relevant literature, background reading for the substantive content of the module and reflection on and evaluation of current practice. School based learning will consist of focused discussions with mentors, learning through planning and teaching, mentor led observation and feedback.

University lectures and tutor led sessions will consist of a combination of lectures, seminars, group activities, practical tasks, tutorials and guided independent study. In order to support the delivery of the module for trainees and apprentices employed within a broad range of school alliances and partnerships, a blended learning strategy may be used. This approach will include face-to-face intensive study, online learning including tutorials, guided learning activities, webinars and directed tasks supported by our Virtual Learning Environment.

Unsupervised learning will include observation of classroom practice, analysis of relevant literature, background reading for the substantive content of the module and reflection on and evaluation of current practice.

School based learning will consist of focused discussions with mentors, learning through planning and teaching, mentor led observation and feedback.

Outline Syllabus

Developing inclusive practice to support: Pupils from economically disadvantaged backgroundsPupils for whom English is an Additional Language including refugees & asylum seekersBAME pupilsLGBT+ pupilsLooked after childrenChildren from traveller communitiesMore able children How to use a graduated approach (assessment, plan, do, review) to ensure pupils with SEND can access the curriculumHow … For more content click the Read More button below.

Developing inclusive practice to support:
- Pupils from economically disadvantaged backgrounds
- Pupils for whom English is an Additional Language including refugees & asylum seekers
- BAME pupils
- LGBT+ pupils
- Looked after children
- Children from traveller communities
- More able children
How to use a graduated approach (assessment, plan, do, review) to ensure pupils with SEND can access the curriculum
How to work with support staff effectively to ensure they have the greatest positive impact on pupil’s learning and progress
Working in partnership with parents and carers
Supporting pupils’ spiritual, moral, cultural, mental and physical development
Valuing religious and cultural diversity
Embedding Fundamental British Values
Challenging bullying

Formative Assessment

Assessment 1: Other

Description:Throughout the assessed teaching phase, trainees will develop an e-portfolio which includes lesson plans and evaluations, teaching materials and resources, examples of pupils’ work and assessment records; weekly mentor tutorial records and formal observation feedback. Mentors will observe and provide feedback and support to develop teaching practice on a weekly basis. University Tutors will undertake at least one observation during the first assessment phase and regularly monitor progress through the portfolio.

Individual or Group:Individual

Summative Assessment

Assessment 1: Written Assignment

Description:Trainees will carefully select a bundle of evidence from their e-portfolio to demonstrate progress in their professional practice, articulating how their developing knowledge, skills and understanding of inclusive practice has impacted on pupils’ learning. They will reflect on their overall progress and devise an action plan for further professional development during the final assessed teaching phase

Assessment Weight:100

Assessment Length:4000 Words (Equivalent Word Count)

Module Learning Outcomes:MLO1, MLO2, MLO3, MLO4, MLO5, MLO6

Individual or Group:Individual

Final Assessment Component:Yes

Marked Anonymously:No

Eligible for Tutor Reassessment:No

Assessment Criteria

The overall assessment of the trainee’s performance will be evaluated against the following criteria: Ability to inspire and motivate learnersAbility to promote good progress and outcomes by pupilsAbility to recognise diversity and adapt teaching to the strengths and needs of all pupilsAbility to fulfil wider professional responsibilitiesAbility to meet the … For more content click the Read More button below.

The overall assessment of the trainee’s performance will be evaluated against the following criteria:

Ability to inspire and motivate learners
Ability to promote good progress and outcomes by pupils
Ability to recognise diversity and adapt teaching to the strengths and needs of all pupils
Ability to fulfil wider professional responsibilities
Ability to meet the expectations for teachers’ personal and professional conduct
Quality and selection of evidence, demonstrating the impact of teaching on pupils’ progress
Depth and insightfulness of reflection on practice

My Reading

Reading List

Course and Module Catalogue