CYP4123 - Curriculum and Pedagogic Practice

Objectives:

On successful completion of the module, students will be able to:

1 - Explore the relationship between curriculum, assessment, and pedagogy to inform effective planning for diverse learners.(K9)

2 - Develop and implement teaching strategies that advance learning, utilising evidence-based practices and theoretical principles, adapting to individual needs.(K6, K11, S8)

3 - Reflect on the impact of different assessment methods on learner progress and adapt practices accordingly, including the use of digital and emerging technologies.(K13, K29, S10)

4 - Justify the creation of enabling environments that support positive behaviours for learning and promote student engagement.(K15, S2)

Content:

The module is designed to provide apprentices with a robust understanding of key concepts and practices essential for effective teaching and learning support. The module provides an introduction to national frameworks and policies related to curriculum, teaching, and learning. This foundational knowledge equips apprentices with an understanding of the educational landscape and the standards that guide effective practice. Apprentices on the module will explore the principles of child development, gaining insights into the cognitive, emotional, and social growth of learners. This understanding is crucial for identifying the barriers and challenges that can impede achievement, allowing apprentices to recognise and address the diverse needs of their learners effectively. The module introduces the concept of learning and adaptive teaching, emphasising the importance of flexibility in instructional approaches to meet the varying needs of students. Apprentices will explore concepts and approaches to obtaining the learner voice to support individualised learning. Apprentices will learn how to assess, monitor, and track learning progress, enabling them to provide targeted support and interventions. Apprentices will learn how to record and report on assessments, drawing on skills of communication and feedback to pupils. A significant focus of the module is on planning and delivering learning experiences for small groups and individual learners. This includes when to seek further professional support for learners. Apprentices will have the opportunity to explore theories of learning and apply these to practice. Apprentices will engage in collaborative practices, working alongside educators to create inclusive and effective learning environments. Additionally, they will develop skills in creating resources and delivering interventions tailored to the specific needs of their students. This will include planning sequences of teaching informed by an analytical understanding of well-established principles in relation to curriculum, assessment and pedagogy. Apprentices will explore a wide variety of resources to enhance learning and discuss the impact of these on students and the educator. Through this comprehensive approach, the module prepares apprentices to become proficient Specialist Teaching Assistants, capable of fostering positive learning experiences and supporting the academic and personal growth of all learners.

(K6 K7 K8 K9 K10 K11 K12 K13 K14 K16 K18 K19 K28 K29S6 S7 S8 S9 S10 S11 S12 S13 S16 S17 S24 S25 B6)

Learning and Teaching Information:

The teaching and learning methods for this module are fully aligned with the Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022–2026), and are designed specifically for an online learning environment. This strategy underpins our commitment to working co-creatively with you, the apprentice, and connecting learning with real-world contexts and societal challenges. Our approach supports you on a personalised, values-driven, and career-focused journey throughout your studies.

All teaching methods have been thoughtfully adapted for online delivery. These include problem-based learning using digital case studies, structured reflective practice tasks, and flipped learning models. In the flipped classroom approach, for example, you will engage with pre-recorded lectures, readings, and online activities at your own pace, allowing for deeper, more meaningful engagement during live online sessions.

Synchronous sessions will replace traditional lectures and will be delivered through interactive online formats. These include live discussions, real-time polling, breakout rooms, and collaborative tools that promote active participation and peer learning. Online workshops will feature co-creative and problem-solving activities that enable you to work effectively in virtual small groups, sharing insights and developing solutions together.

Learning materials will be delivered through our virtual learning environment and will include a range of multimedia resources such as videos, e-textbooks, journal articles, and structured learning tasks to complete independently or in groups. All content will be accessible online to support flexible learning at times that suit you.

Online tutorials will be tailored to your individual learning needs, using digital tools to offer timely feedback and support. These sessions are designed to monitor your progress and provide academic guidance in a responsive, accessible way. Guest speakers and employer contributors will participate in live virtual lectures and Q&A sessions, ensuring that you are exposed to current professional practices within a flexible online format.

Relational pedagogy and person-centred planning are embedded in our delivery approach, ensuring that all online interactions remain supportive, inclusive, and responsive to your needs as a learner. Further detail on the specific teaching and learning methods, including how these have been shaped by apprentice feedback, can be found in the module handbook.



Planned LTU Off-the-Job Delivery Learning
Hours: 27
Intended Group Size: Cohort



Planned Off the Job Learning
Pre-Session Tasks
Hours: 18
Intended Group Size: Cohort

Post-Session Tasks
Hours: 27
Intended Group Size: Cohort



Minimum Self-Directed Off the Job Learning and Practical Training
Hours: 228
Intended Group Size: Individual



Further Details Relating to Assessment

Apprentices are referred to the Module Handbook for full details.

Apprentice will collate a body of work that reviews the interconnections between the curriculum, assessments, and pedagogical approaches. Apprentice can negotiate the areas of teaching and learning that the review will focus on, responding to their own areas of specialism and using artefacts from practice. Key sections will be defined for the review which incorporate a focus on the relationship between curriculum, assessments, and pedagogical approaches; evidence informed teaching strategies that advance learning; the impact of different assessment methods; and creating supportive enabling environments. Apprentice will share formative work across the course of the module, gaining peer feedback and sharing examples of good practice.

Assessment:

001 Curriculum review; 3000 words; Semester 1 Block 2 100%

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4FD2

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