SDQ025 - Professional Practice for Inclusive Teaching (2026/27)
| Module specification | Module approved to run in 2026/27 | ||||||||||
| Module title | Professional Practice for Inclusive Teaching | ||||||||||
| Module level | Honours (06) | ||||||||||
| Credit rating for module | 30 | ||||||||||
| School | School of Social Sciences and Professions | ||||||||||
| Total study hours | 300 | ||||||||||
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| Assessment components |
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| Running in 2026/27(Please note that module timeslots are subject to change) |
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Module summary
The Professional practice for inclusive practice module prepares teacher apprentices to meet the professional demands of primary school practice - through critical engagement with the Initial Teacher Training and Early Career Framework (ITTECF) and the Teachers’ Standards. The module develops the broader professional knowledge, skills and behaviours required for effective, reflective and inclusive teaching beyond subject-specific pedagogy.
Apprentices will critically examine the philosophical and theoretical foundations of education, drawing on principles of Education for Social Justice, Critical Pedagogy and the United Nations Convention on the Rights of the Child (UNCRC). Through engagement with research, policy and evidence-informed practice, they will evaluate how these perspectives shape teaching, learning and curriculum decision-making.
The module explores teaching in diverse educational contexts, with particular emphasis on multilingual and multicultural schools. Apprentices will develop an understanding of adaptive and inclusive approaches that promote participation, belonging and achievement for all learners, while recognising the importance of collaboration with families, communities and multi-agency professionals.
Throughout the module, apprentices will develop their professional identity and capacity for critical reflection. Drawing on school-based experiences, they will analyse and evaluate their own practice, using evidence to inform professional judgements and continuous improvement.
By the end of the module, apprentices will be equipped to meet the Teachers’ Standards for Qualified Teacher Status (QTS), demonstrating the professional knowledge, ethical commitment and reflective practice required to contribute positively to inclusive, equitable and socially just educational environments.
Prior learning requirements
Available only to students enrolled on the PGTA Professional Graduate Certificate in Education with QTS.
Syllabus
1. Professional Identity and Teacher Professionalism
Developing professional identity and agency as a teacher
Ethical and professional responsibilities
Teachers' Standards and professional conduct
Reflective practice and professional growth
Transition from trainee teacher to ECT
Learning Outcomes Addressed:
LO5: Synthesise theory, research and school-based experience to make informed professional judgements.
LO6: Critically reflect on professional practice and identify evidence-informed actions for professional development.
2. Safeguarding, Wellbeing and Children's Rights
Safeguarding, child protection and professional responsibilities
Prevent Duty, online safety and mental health
Trauma-informed approaches
Teacher and pupil wellbeing
Rights-based practice and the UNCRC
Learning Outcomes Addressed:
LO1: Critically analyse the principles of Education for Social Justice, Critical Pedagogy and the UNCRC.
LO3: Apply professional knowledge of adaptive teaching and inclusive practice to support diverse learners.
LO5: Make informed professional judgements that support equitable and inclusive outcomes.
3. Social Justice, Equity and Inclusive Education
Education for Social Justice
Critical Pedagogy
Equity, diversity and inclusion
Barriers to participation and achievement
Inclusive educational environments
Learning Outcomes Addressed:
LO1: Critically analyse philosophies underpinning inclusive education.
LO2: Critically evaluate policy, research and evidence-informed practice.
LO3: Apply inclusive approaches to support participation and achievement.
LO5: Make informed professional judgements that promote social justice.
4. Diversity, Language, Culture and Community
Multilingual and multicultural education
EAL pedagogy and language development
Culture, identity and representation
Working with families and communities
Multi-agency collaboration
Learning Outcomes Addressed:
LO3: Apply adaptive and inclusive approaches for diverse learners.
LO4: Critically examine the role of culture, language, identity and community in children's educational experiences.
LO5: Evaluate collaborative approaches to improving outcomes.
5. Adaptive Teaching and Meeting Diverse Needs
SEND and inclusion
Adaptive teaching
Universal and targeted support
High expectations for all learners
Inclusive assessment practices
Learning Outcomes Addressed:
LO2: Evaluate evidence-informed approaches to teaching and learning.
LO3: Demonstrate and apply professional knowledge of adaptive teaching and inclusive practice.
LO5: Use theory and evidence to inform professional decision-making.
6. Evidence-Informed Practice and Professional Judgement
Educational research and evidence-informed practice
Cognitive science and learning
Professional use of AI in education
Assessment and evaluation
Policy-informed decision-making
Learning Outcomes Addressed:
LO2: Critically evaluate research, policy and evidence-informed practice.
LO5: Synthesise theory, research and practice to make informed professional judgements.
LO6: Critically reflect on practice using evidence and research.
7. Practitioner Enquiry and Critical Reflection
Reflection and reflexivity
Teacher as researcher
Academic writing and critical engagement with literature
Learning Outcomes Addressed:
LO2: Critically evaluate educational research and evidence.
LO5: Synthesise theory, research and school-based experience.
LO6: Critically reflect on, evaluate and improve professional practice.
Balance of independent study and scheduled teaching activity
Weekly off the job tasks will be set as directed tasks to listen, evaluate and reflect on the themes as outlined in the syllabus. These will be one hour recorded lectures. Further relevant reading will be shared.
They will be followed up and discussed as part of face-to-face sessions in the university and will be addressed as part of the practical teaching placement in school.
Learning outcomes
LO1. Critically analyse the principles of Education for Social Justice, Critical Pedagogy and the United Nations Convention on the Rights of the Child (UNCRC), and evaluate their implications for inclusive primary education.
LO2. Critically evaluate educational policy, research and evidence-informed practice to inform inclusive approaches to teaching, learning and curriculum design.
LO3. Demonstrate and apply secure professional knowledge of adaptive teaching and inclusive practice to support participation, progress and achievement for diverse learners.
LO4. Critically examine the role of culture, language, identity and community in shaping children's educational experiences, and evaluate strategies for working effectively with families and multi-agency professionals.
LO5. Synthesise theory, research and school-based experience to make informed professional judgements that promote equitable, inclusive and socially just educational outcomes.
LO6. Critically reflect on professional practice, identifying strengths, areas for development and evidence-informed actions to support ongoing professional learning and fulfilment of the Teachers' Standards.