Find us +44 (0)113 2837100
On successful completion of the module, students will be able to:
1 Critically examine and reflect on their own professional practice in relation to the challenge of inclusion and a specific learning need faced by pupils in a school context (I2/K4)
2 Identify and synthesise research, scholarship, and other evidence, and précis key theoretical and policy frameworks related to the chosen learning need (I1)
3 Critically evaluate and apply research findings and other evidence to inform their practice in relation to planning for, and meeting pupils’ learning needs (I3)
4 The ability to engage in educational debates in a professional manner, maintaining effective and sustained communication of results and arguments taking into account ethical considerations (I4)
5 Reflect on their own professional practice to identify professional development needs and justify personal learning goals (P4)
The ITT ECF Framework (2023) states that the quality of teaching is the most important factor in improving outcomes for pupils – particularly pupils from disadvantaged backgrounds and those with additional needs. This module is designed to help trainee teachers understand how establishing an inclusive classroom ensures all learners have access to education on an equal basis.
Students demonstrate through critical analysis an understanding of inclusion from perspectives such as race and decoloniality, gender inequality, poverty aware practice, EAL learning and social, emotional and mental health. Careful consideration will be given to supporting pupils with Special Educational Need and Disabilities (SEND), encompassing those children identified within the four areas of need set out in the SEND code of practice. Using their own research trainees will begin to create a toolbox of adaptive teaching strategies for learning, belonging and well-being in the classroom.
Models of critical reflection will be introduced to highlight the importance of the trainees’ ability to ‘tell their stories’ from both their own educational histories and across their placement. In this way, voice (pupil and trainee) is centred to create of rich and relational teaching cultures as a means of supporting all pupils to achieve.
For students learning on Campus / with LTU as their lead provider Lectures in the Professional Studies (PES) Course will introduce key themes early in the programme. These will be built upon and extended through Workshops and Tutorials, in PES and the Subject Knowledge and Applied Pedagogy (SKAP) Course and School Experience, or similar programmes and placements run by partner organisations in their own programmes for Qualified Teacher Status (QTS).
For students learning with partnership providers or in remote provision lectures and workshops will be provided in focused immersion days, on premises or using technology as agreed with each partner provider. These sessions will be enhanced between these workshop days using remote support and top-up sessions.
In each case sessions will use the 3-part model of teaching (Pre/Live/Post). Pre-tasks will introduce key themes that will be built upon and extended through the live lecture content and will be developed further through focussed activities during school experience. Each year the curriculum and sessions will be updated to reflect the latest Learning, Teaching and Academic Experience Polic (or equivalent in force at the time).
Workshops will be dialogic, focussing on extending critical reading and writing practices to reveal either the contested nature of inclusion, reflection on school-based practice and identify topics of focus for the assignment brief.
Directed readings of relevant academic articles will be provided on Moodle to promote reading skills and be used to assist critical understandings at Level 7. 1-1 tutorials and panopto presentations with specific guidance for writing at Level 7 and understanding the assessment brief will also be provided. A high level of engagement in self-study is expected from students at Level 7.
Lectures
Hours: 15
Intended group size: Cohort
Workshops/Seminars
Hours: 15
Intended group size: 35
Guided independent study
Hours: 270
Further details relating to assessment
Assessment will be through the presentation of a critical reflection portfolio. The 6,000-word portfolio will typically consist of the following component parts:
Part A Essay: A critical discussion of what is an inclusive education, based on guided reading and case studies. (2500 words equivalent)
Part B Negotiated assessment: presentation on the Adapted Classroom (2,500 words equivalent)
Part C: Written Reflection: Critical Reflection on your Development (1000).
A Critical discussion: what is an inclusive education environment, why does it matter and what does it look like?
B Choice of academic poster, written piece or recorded presentation reflecting on adaptive practice in the classroom with the focus on one area of SEND or inclusion.
C Written reflection on the students’ learning and development, during Stage 1 training, which explores implications for their practice and further development.
The nature of this assignment requires students, as part of their normal QTS work in schools, to work with individual pupils. Strict guidance will be provided by the Programme Co-ordinator to ensure that trainees are reflecting on the normal practice of teachers in gathering evidence of the impact of their practice, so that ethical permission is not required for students to complete this assignment.
Formative assessment of trainee progress will be used to identify learning needs and to adapt teaching appropriately. These will take place during Semester 1 as follows:
- Placing emphasis on the process of teaching and learning, and actively involving students in that process through workshops in PES, SKAP and QTS programmes;
- Building students’ skills for peer- and self-assessment by utilising jigsaw and other related co-operative learning strategies;
- Helping students understand their own learning and develop appropriate strategies for “learning to learn” through reflexive writing, and tutorial feedback.
Other relevant matters
To be awarded a Post Graduate Certificate of Education students must pass both modules at Level 7 (60 Level 7 Credits).
Where a student fails to pass (less than 50 marks) in their first submission attempt they will be required to meet with the module leader to agree next steps, the following actions will be then taken.
Students gaining between 40 and 50 marks
- They can resubmit their assignment and remain on the Post Graduate programme or they can request work be remarked against L6 assessment criteria. In this case, they will be transferred to the Professional Graduate Programme.
For students gaining below 40
- Resubmit their assignment and they will remain on the post graduate programme.
- If the subsequent resubmission is marked between 40 and 50, they will have the options to resubmit or transfer to the Professional Graduate Programme.
- If the resubmission is below 40 (on the 3rd attempt) then this is recorded as a fail in that module.
001 Essay & evidence; 4,000 word essay & 2,000 word evidence; end of module 100%
Module Coordinator - Edward Podesta
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7PGYL