ED3PTGP-Guided Teaching (Primary)

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites: Co-requisite: Must have passed ED3PTSP
Co-requisites: ED3PTSP Shared Teaching (Primary)
Modules excluded:
Placement opportunity: Mini placement
Current from: 2022/3

Module Convenor: Dr Catherine Foley
Email: c.m.foley@reading.ac.uk

Type of module:

Summary module description:

This is the second of 3 school experience modules. It provides trainees with experiences of teaching and learning in a second school placement in addition to within their main training school, extending and consolidating their learning in the previous module in order to work towards demonstrating the knowledge, skills, attributes and understanding necessary to become a qualified teacher.

Aims:

• To continue to gain insight and understanding of the requirements for good teaching


• To develop the professional attributes, professional knowledge and understanding, and professional skills required of teachers


• To gain experience of working with individuals, small groups and the whole class both within an across sequences of lessons, taking increasing responsibility for learning

Assessable learning outcomes:

On successful completion trainees will be able to:

Demonstrate and provide evidence of making appropriate progress towards expected outcomes against the programme ITE curriculum as illustrated by the ED3PTGP formative assessment points, and to be judged as not failing appropriate standards of professional and personal conduct.Ìý

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


• Show evidence-informed understanding that both informs the trainee’s own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers).


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


• Show an ability to take responsibility for their own development as a teacher through reflectivepractice.

Additional outcomes:

To continue working towards demonstrating proficiency in the fundamental skills in literacy and numeracy.

Outline content:

Evidence-informed practice, relationships with children and young people, professional behaviours, how children learn and child development, statutory frameworks and safeguarding, personal professional development and reflective practice, teaching and learning, subject, curricular and pedagogical knowledge and curriculum design; inclusion, planning, teaching, assessing, giving feedback, learning environment, team working and collaboration.

Brief description of teaching and learning methods:

School experience: observation, teaching including the whole class, participating in whole school life, undertaking and discussing teachers’ pastoral responsibilities, mentoring, school based professional studies sessions. Trainees will be supported in school by a mentor, an ITTCo and a university supervising tutor.



University teaching: Whole-cohort lectures, subject and professional studies sessions, tutorials, guided independent study.



The placement hours listed below are indicative and subject to amendment.

Contact hours:

Ìý	Autumn	Spring	Summer
Seminars		48
Placement		150
Guided independent study:		2
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	200	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	100

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

Trainees’ attainment against the assessable learning outcomes will be assessed based on the range of evidence from their in-school practice.

Formative assessment methods:

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

Penalties for late submission:

The Support Centres 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 (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: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
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 are required to meet the assessable learning outcomes in order to pass the module and to proceed to Module ED3PTIP as judged by the mentor, ITTCO and supervising tutor.Ìý Those students identified as making insufficient progress at an assessment board will be visited by an internal moderator or programme director who will be asked to confirm whether they should be able to progress.

Reassessment arrangements:

Trainees who fail this module will have 1 opportunity to resit; this will normally take place immediately. If the placement normally associated with ED3PTI must be extended as a consequence, this will take place during the autumn term immediately following the end of the programme.Ìý

Additional Costs (specified where applicable):

1) Required text books:Ìý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence: ÌýStudent cover cost of transport to and from the placement school.Ìý

Last updated: 22 September 2022