ED3PGI-Independent teaching PGPrimary

Module Provider: Institute of Education
Number of credits: 60 [30 ECTS credits]
Level:6
Terms in which taught: Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Placement opportunity: Micro placement
Current from: 2020/1

Module Convenor: Ms Amanda Cockayne

Email: a.m.cockayne@reading.ac.uk

Type of module:

Summary module description:

This is the third of 3 school experience modules. It provides trainees with the opportunity to extend and consolidate their school experiences so that they are able to meet the Teachers’ Standards with regard to expectations at the end of an ITT programme so that a recommendation for QTS can be made.Ìý

Aims:

To enable trainees to gain experience of the attributes, knowledge, understanding and skills required of teachers in order that they are able to demonstrate that they are meeting the Teachers’ Standards with regard to expectations at the end of an ITT programme and the award of QTS.

Assessable learning outcomes:

On successful completion trainees will be able to:

Demonstrate and provide evidence of achieving the Part 1 Teachers’ Standards at the expected level with regard to expectations at the end of an ITT programme for the recommendation for QTS, and to be judged as not failing Part 2 of the Teachers’ Standards.

Additional outcomes:

On successful completion trainees will:

• Demonstrate through their teaching a systematic understanding of teaching and learning


• Deploy established approaches to teaching and learning


• Understand the conceptual framework that both informs their own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers).


• Appreciate the debates about a range of issues relating to teaching and the ability to engage with these debates professionally


• Take responsibility for their own development as teachers through reflective practice.

Outline content:

Relationships with children and young people, frameworks, personal professional development, teaching and learning, assessment and monitoring, subjects and the curriculum, literacy numeracy and ICT, achievement and diversity, health and wellbeing, planning, teaching, assessing, monitoring, giving feedback, reviewing teaching and learning, learning environment, team working and collaboration.

Global context:

Trainees would be expected to put into practice all they have learnt with regard to global awareness into their school experiences.

Brief description of teaching and learning methods:

School experience: observation, teaching individuals, small groups and whole classes, participating in whole school life, observing teachers’ pastoral responsibilities, mentoring, school based training sessions. Trainees will be supported in school by a mentor, an Initial Teacher Training Co-ordinator (ITTCo) and visited by a university tutor.



University teaching: policy context for education; research context in relation to teaching, learning and childhood deve lopment; developing approaches to reflective practice; understanding the Teachers’ Standards; strategies for learning in the school environment.Ìý

In addition to the taught hours shown below, students will be provided with a minimum of 45 days on placement in school supported by a visit by their university tutor.

Contact hours:

Ìý	Autumn	Spring	Summer
Tutorials			20
Practicals classes and workshops			30
Work-based learning			300
Guided independent study:			250
Ìý	Ìý	Ìý	Ìý
Total hours by term			600
Ìý	Ìý	Ìý	Ìý
Total hours for module	600

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Trainees will keep a school experience file containing evidence of their achievement of the Teachers’ Standards.ÌýÌý At the end of the Independent (Summer) placement, their evidence is summatively assessed by their mentors and tutors (university and school) with regard to expectations at the end of an ITT programme and the award of QTS..Ìý

Formative assessment methods:

Formative assessments comprise a combination of lesson observations, file scrutiny and dialogue between trainee, mentor/ITTCO and university tutor.

Penalties for late submission:

The Module Convenor will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day[1] (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at:
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

Trainees must meet the assessable learning outcomes.ÌýÌý The trainee should be able to provide evidence of meeting the Teachers’ Standards consistently, within the context of the prescribed teaching commitment and with an appropriate level of support from mentor and tutor.

Reassessment arrangements:

Trainees failing the Independent (Summer) placement will pass the programme and will not be recommended for QTS.ÌýÌý Instead they will resit the placement at the next opportunity, normally during the Autumn term in the next academic year.

Additional Costs (specified where applicable):

Cost	Amount
Required text books	Ìý
Specialist equipment or materials	Ìý
Specialist clothing, footwear or headgear	Trainees will need appropriate clothing to teach PE
Printing and binding	Ìý
Computers and devices with a particular specification	A PC/laptop/tablet is essential for the planning process
Travel, accommodation and subsistence	Travel to placement

Last updated: 4 April 2020