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On successful completion of the module, students will be able to:
1 - Design and deliver targeted literacy and numeracy interventions that meet the diverse needs of learners, planning sequences of learning in the specific curriculum area(s).(K6, K44, K46, S7 S34)
2 - Assess and analyse learner progress in literacy and numeracy, using data to inform future planning and instruction.(K10, S11 S34)
3 - Implement strategies to overcome barriers to literacy and numeracy learning, promoting resilience and confidence in learners.(K12, S24)
4 - Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs, where relevant collaborating with colleagues and advocating for the specific curriculum provision. (K21, S14, S17 S35)
This module provides apprentices with a thorough understanding of the primary curriculum in mathematics and English, covering the Key Stages from Early Years Foundation Stage to Key Stage 4. Apprentices will explore the progression and expectations across year groups, focusing on transitions between educational stages and the importance of phonics, number sense, and core skills in literacy and numeracy development. They will also learn about statutory assessments, such as the Phonics Screening Check and SATs, while discussing how the curriculum accommodates diverse learning needs. Building on Level 4 knowledge of child development, apprentices will analyse its impact on literacy and numeracy acquisition. The module includes sessions on assessment and identification of difficulties, where apprentices will explore formal and informal assessment tools to identify specific learning difficulties like dyslexia and dyscalculia.
Apprentices will examine barriers to learning, including socioeconomic factors, language barriers, emotional and behavioural challenges, and specific learning difficulties (SEND). They will also investigate how these barriers intersect and affect learning outcomes, including the additional professional support available for learners.
The module emphasises adaptive teaching strategies, equipping apprentices with practical methods for differentiating instruction, including multi-sensory approaches and the use of assistive technology. Evidence-based interventions will be explored, focusing on effective strategies for supporting struggling learners including drawing on cross-curricular transfer and its impact on attainment.. Apprentices will apply their learning through case study analysis, developing intervention plans and designing inclusive lesson plans while collaborating with parents and professionals. This comprehensive approach prepares apprentices to effectively support the literacy and numeracy development of all learners, especially those facing challenges.
(KSB K10, K12, K19, K21, K24, K42, K43, K44, K45, K46, K47, S7, S11, S14, S24, S34, S35)
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 Module Handbook for full details.
Apprentices are supported by the tutor to negotiate their own preferred assessment method for this module, this could a live or pre-recorded presentation; a portfolio, a case study or a CPD package to aid training on the specialism, for example. Apprentices will be supported to reflect on their previous assessments, reflect on their strengthens and make informed decisions early in the module, where relevant with support for the employer and considering their specialist pathway. Apprentices could work individually or in small groups, with decisions made formatively early in the module.
Within the broad area of Literacy and Numeracy, apprentices will be encouraged to critically analyse a variety of aspects related to the area, such as a theorised review of the current needs, policies and practices; the design and delivery of interventions for targeted areas, through planning sequences of learning in the specific curriculum.
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.
The module will align with the following KSBs
Curriculum Specialist:
- K42: National and local curriculum policies, practices, processes, and procedures.
- K43: The theoretical background to progression in the specific curriculum area(s).
- K44: Principles and approaches to planning sequences of learning in the specific curriculum area(s).
- K45: The tools available for assessment within the specific curriculum area(s) to advance learning.
- K46: The importance of the specific curriculum area(s) on children and young peoples’ learning and development.
- K47: Strategies to promote the specific curriculum area(s) within the educational context for the benefit of children and young people.
Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -