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On successful compltion of the module, apprentices will be able to:
1 - Critically analyse the impact of values and cultural leadership on classroom dynamics, demonstrating an understanding of how these elements contribute to the creation of an effective learning environment. (K4, K36, S3, B1)
2 - Critically evaluate culturally responsive behaviour management strategies that promote positive behaviour and attitudes among children, considering diverse cultural backgrounds and individual needs. (K4, K28, S1, S24)
3 - Conduct a critical evaluation of behaviour management practices in relation an established framework, assessing the effectiveness in promoting positive behaviour, attitudes, and personal development among children. (K4, K28, S1, S24)
4 - Engage in reflective practice to critically assess personal values and cultural perspectives, and their impact on behaviour management and classroom dynamics, leading to continuous professional development. (K4, K25, S18, S19, B4, B5)
The module is designed to equip participants with the knowledge and skills necessary to foster an inclusive and effective learning environment. This module will explore the critical role that values and cultural leadership play in shaping classroom dynamics and enhancing apprentice engagement. Learners will begin by examining the foundational concepts of values and cultural leadership, focusing on how these elements influence the interactions between children and educators. A critical analysis of various educational theories will be undertaken, highlighting the importance of establishing a classroom culture that reflects respect, inclusivity, and shared values. This analysis will include a discussion of British Values, which encompass democracy, the rule of law, individual liberty, mutual respect, and tolerance of those with different faiths and beliefs. Understanding these values is essential for creating a learning environment that not only promotes academic success but also prepares apprentices to be responsible citizens in a diverse society.
The module will also address the PREVENT strategy, which aims to safeguard children from radicalisation and extremism. Learners will explore how cultural leadership can be employed to promote awareness and understanding of different cultures, thereby fostering an environment where all children feel valued and respected. This understanding is crucial in preventing the marginalisation of any group and ensuring that all apprentices can thrive in a supportive educational setting.
In the context of behaviour management, participants will critically evaluate culturally responsive strategies that promote positive behaviour and attitudes among children. This evaluation will consider the diverse cultural backgrounds and individual needs of apprentices, recognising that a one-size-fits-all approach is ineffective.
Participants will learn to design and implement behaviour management strategies that are not only effective but also culturally sensitive, ensuring that all apprentices are engaged and motivated to learn. This will involve the integration of core skills in mathematics, English, and digital literacy, as these competencies are essential for apprentices' overall development and success.
Furthermore, the module will guide participants in conducting a critical evaluation of behaviour management practices in relation to established frameworks, such as the Ofsted inspection framework. Participants will assess the effectiveness of these practices in promoting positive behaviour, attitudes, and personal development among children. This evaluation will involve the analysis of data and feedback from various stakeholders, including apprentices, parents, and colleagues, to determine the impact of behaviour management strategies on apprentice outcomes.
Throughout the module, participants will engage in reflective practice, allowing them to consider their own values and cultural perspectives and how these influence their approach to teaching and learning. By the end of the module, participants will have developed a comprehensive understanding of the interplay between values, cultural leadership, and effective behaviour management, equipping them to create a positive and inclusive learning environment that supports the well-being and flourishing of all apprentices.
In summary, this module will provide Specialist Teaching Assistants with the critical insights and practical skills necessary to lead with cultural competence, ensuring that they can effectively support the diverse needs of their apprentices while promoting a culture of respect and inclusivity within the classroom.
(K2, K4, K6, K8, K25, K28, K36, S1, S3, S10, S11, S24, B1, B4, B5)
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.
Scheduled Teaching and Learning Hours
Hours: 48
Intended Group Size: Cohort
Guided independent study
Hours: 252
Further Details Relating to Assessment
Apprentices are referred to the Module Handbook for full details.
Apprentices can negotiate if the presentation is in small groups or individual, and if it is a live presentation delivered in session, or a pre-recorded video shared in session for shared collective learning. This is an opportunity to gain peer feedback to support he evaluative report. The presentation will focus on a chosen values framework or approach, analysing the intended impact on classroom dynamics and the multiple elements that support an effective learning environment.
Apprentices are tasked individually with creating an evaluative report which analysis of the impact of an individual education setting in establishing and maintaining a values driven effective learning environment, and how this contributes to wider school or setting culture. This evaluative report should aim to enhance the knowledge of fellow professionals to consider appropriate values driven approach to promoting and maintaining effective learning environments, including reflections on own learning.
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.
Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -