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On successful completion of the module, students will be able to:
1 - Identify national and local policies, practices, processes, and procedures related to understanding and supporting learners with SEND needs and related to the social and emotional well-being of learners, including consideration of the social cultural context of learning and safeguarding and escalation. (K2, K28, K30, K32, S1)
2 - Analyse the principles and approaches to early identification, for SEND and SEMH, identifying suitable tools available for the assessment of need. (K32, K33, K38, K39)
3 - Advocate for the needs of learners with SEND and SEMH, in order to support learning and progression, collaborating with colleagues and external professionals to enhance support.(K30 K31 K32 K33 K34 K35 S27 S28 S29)
4 - Implement specialist knowledge developed from theoretical perspectives to plan, implement, evaluate and adapt activities to advance learning under appropriate supervision for the setting. (K6, K7 K11 K12 K16 K18 K20 S24 B6)
The indicative content for this module is designed to equip apprentices with a comprehensive understanding of the frameworks and practices essential for supporting learners with special educational needs and disabilities (SEND) and social, emotional, and mental health (SEMH) challenges. The module introduces apprentices to SEND policy and legislation, providing apprentices with the background and foundational knowledge necessary to navigate the legal landscape that governs educational support for these learners. Apprentices will also explore mental health, behaviour, attendance, and suspension policies and guidance, gaining insights into how these factors impact student well-being and academic success. This understanding is further enhanced by an introduction to the various areas of need within the SEND code of practice and framework, allowing apprentices to recognise and address the diverse challenges of meeting children's individual physical and sensory needs. The module places a strong emphasis on mental health, SEMH, and overall well-being in schools, highlighting the importance of creating supportive environments that foster positive mental health for all students in a sustainable manner, including the use of digital and emerging technologies. Apprentices will engage in reflective practice, learning how to critically evaluate their experiences and contribute to communities of practice that promote collaboration among educators and support staff.
A key component of the module involves planning, preparing, delivering, and evaluating learning and assessment activities tailored to specific areas of specialist need in SEND or SEMH. Through this hands-on approach, apprentices will develop the skills necessary to create effective interventions and support strategies that enhance learning outcomes for all students.
By integrating these elements, the module enhances apprentices' knowledge and effectiveness as a Specialist Teaching Assistant, capable of making an impact on the educational experiences of learners with SEND and SEMH needs.
K29
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.
Apprentices can negotiate the production of a case study, approved formatively by the module tutor. The case study will be relevant to the apprentice's specialist area, setting the context for the appropriate national and local policies and practices, before focusing on a learner to highlight their needs.
The case study will be compiled formatively throughout the module with indicative sections including:
- A summary of the child, including their social cultural and developmental strengths and needs, linked to theory and evidence-based practice.
- A Setting response and responsibilities in relation to early identification and assessment of needs.
- Collaborative Practice and the voice of the child.
- Sustainable strategies to enhance and support learning.
- Reflective Practice and Recommendations.
All apprentices will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.
001 Case Study; 3000 equiv; Semester 2 Block 3 100%
Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4FD3