ED3PGST-Shared teaching PGPrimary

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Placement opportunity: Mini placement
Current from: 2023/4

Module Convenor: Mrs Scarlett Murphy
Email: s.l.e.murphy@reading.ac.uk

Type of module:

Summary module description:

This is the first of 3 school experience modules. It provides trainees with an introduction to and early experiences of teaching and learning in order to enable them to begin to demonstrate the knowledge, attributes, skills and understanding to become a qualified teacher.Ìý Ìý

Aims:

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


• To introduce, at an appropriate level, the professional attributes, professional knowledge and understanding, and professional skills required of teachers


• To gain initial experience of working with individuals, small groups and the whole class

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 ED3PGST formative assessment points, and to be judged as not failing appropriate standards of professional and personal conduct.

On successful completion trainees will begin to:

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


• Deploy established approaches to teaching and learningÌý


• 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.

Additional outcomes:

To work 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.

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 supported in school by a university tutor.

University teaching: ÌýWhole-cohort lectures, subject and professional studies ses sions, tutorials and guided independent study

In addition to the taught hours shown below, students will be provided with a minimum of 35 days on placement in school supported in school by their university tutor.

Contact hours:

Ìý	Autumn	Spring	Summer
Tutorials	10
Work-based learning	160
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)	10
Ìý Ìý Advance preparation for classes	10
Ìý Ìý Reflection	10
Ìý	Ìý	Ìý	Ìý
Total hours by term	200	0	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	100

Summative assessment- Examinations:

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, ePortfolio scrutiny and dialogue between trainee, mentor/ITTCO and university 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 ED3PGG (Guided teaching PGPrimary) as judged by the mentor/ITTCO or 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 one opportunity to resit and this will normally result in the need to suspend further studies until the autumn term of the following academic year.Ìý

Additional Costs (specified where applicable):

1) Required text books: None

2) Specialist equipment or materials: None

3) Specialist clothing, footwear or headgear: Trainees will need appropriate clothing to teach PE

4) Printing and binding: None

5) Computers and devices with a particular specification: A PC/laptop/tablet is essential for the planning process

6) Travel, accommodation and subsistence: None

Last updated: 30 March 2023