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On successful completion of the module, students will be able to:
1 - Critically reflect on the role of a specialist teaching assistant in enhancing educational provision and learner outcomes, including the statutory and non-statutory curriculum, health or wellbeing frameworks relevant to the provision.(K1, K2, K30, K31)
2 - Review, audit and action plan best practices for developing and adapting educational provision to meet diverse learner needs, including teaching and assessment processes, enabling environments, learner behaviours and team working.(K10, S29)
3 - Critically evaluate how research findings are used to inform practices in education. (K8, K27, S16)
4 - Critically engage in reflective practice to assess personal effectiveness, identify areas for professional development in the specialist role and review strategies to advocate for continuous improvement of educational practices and policies within settings.(B5, K4, K20, K25, K26, S15)
The aim of this module is to equip apprentices with the skills necessary to audit current provision, develop targeted interventions, create research informed action plans, and implement effective support strategies for this specialist pathway. The module revisits explorations of the role of the specialist teaching assistant from the position of a final module in the programme of study this includes reviewing the legal and policy contexts. Apprentices will utilise research skills developed within modules to auditing current provision, utilising various research methods for data collection and analysis to identify strengths and areas for development in existing support. This includes processes and procedures relating to the collecting, storing and sharing information. This process will lead to the development of targeted interventions based on audit findings, incorporating evidence-based practices and strategies to promote inclusion. Action planning and implementation will be promoted, with apprentices creating action plans that outline clear goals, resources, and responsibilities. Monitoring and evaluation methods will be explored to assess the effectiveness of specialist provision and make necessary adjustments. Collaboration and communication skills will be developed, enabling apprentices to work effectively with teachers, SENCOs, parents, and other professionals. Reflective practice will be encouraged, allowing apprentices to identify areas for personal development and engage in continuous professional development related to the specialist area.
K3 K20 K27
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.
This assessment is a research informed project that can be complied through key sections, including artefacts or professional documentation as needed. Apprentices are tasked with identifying an area of practice they wish to research further, identifying key aims. A brief review of literature should identify a key journal article to be reviewed, including methodological analysis and consideration of evidence-based practice in the chosen area. Following this an audit of current practice could take place, creating a research informed action plan to maintain or develop practice further. Consideration is to be given to coaching, mentoring or leading the learning of other professionals, and the principles of sustainability within the education context. The final section of the project should critically reflect on own learning and progression from the beginning of the programme at level 4.
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.
In negotiation with the module tutor, the focus of this assessment is guided by the specialism and the following set of KSBs.
SEMH Specialist:
- K36: National and local policies, practices, processes, and procedures related to social and emotional well-being of learners.
- K37: The theoretical background to support social and emotional well-being in educational contexts.
- K38: Principles and approaches to the promotion of social and emotional well-being in educational contexts.
- K39: The tools available to promote social and emotional well-being to advance learning.
- K40: The impact of social and emotional well-being on children and young people’s learning and development.
- K41: Strategies to advance social and emotional well-being in learning and assessment contexts.
Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites -
Semester(s) Offered -