ED3GIS: Guided Implementation (Secondary)

Module code: ED3GIS

Module provider: Institute of Education

Credits: 40

Level: Level 3 (Honours)

When you'll be taught: Semester 1 / 2

Module convenor: Mr William Bailey-Watson, email: w.baileywatson@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: Micro placement

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This is the second of three school experience modules. It provides trainees with experiences of teaching and learning that extend and consolidate their learning from the previous module in order to enable them to meet the assessable learning outcomes and develop their understanding and proficiency in becoming a teacher. 

The module 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 requirements of the programme ITE curriculum. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Demonstrate and provide evidence of making appropriate progress towards expected outcomes against the programme ITE curriculum as illustrated by the ED3GIS assessment framework, and to be judged as not failing appropriate standards of professional and personal conduct. 
2. 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). 
3. 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). 
4. Appreciate the debates about a range of issues relating to teaching and the ability to engage with these debates professionally, taking responsibility for their own development as teachers through reflective practice. 
5. Demonstrate progress in their development in two school contexts whilst continuing to build subject knowledge and subject content pedagogy, and regularly implement this in their teaching practice. 
6. To continue working towards demonstrating proficiency in the fundamental skills in literacy and numeracy. 

Module content

The module will include the following topics: 

Relationships with children and young people, statutory and non-statutory educational frameworks, support for personal professional development, evidence-informed teaching and learning approaches, approaches to planning, assessment and monitoring, giving feedback, reviewing teaching and learning, subjects and the curriculum, literacy numeracy and IT/digital literacy and citizenship, achievement and diversity, health and well-being, reflecting on inclusive learning environments, team working and collaboration. 

Structure

Teaching and learning methods

This module will be spent mainly at the placement school under the supervision of a school-based mentor and supported by an ITTCo. Trainees will be visited by a university tutor. 

During school placement trainees will: 

Undertake observations, teaching individuals, small groups and whole classes, participate in whole school life, undertake teachers’ pastoral responsibilities, have mentoring tutorials and school-based professional studies sessions, record weekly reflections of practice.  

University teaching will include sessions on a range of educational issues that have been selected and sequenced by experienced experts in their relevant fields, and will cover the Department for Education’s Core Content Framework.

While the main mode of delivery is face-to-face, online opportunities will provide flexible teaching and learning input aiming to enrich experiences of planning and teaching, with a strong focus on social justice, sustainability, teacher workload. 

Study hours

At least 60 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

This module is marked on a pass/fail basis. Students must pass each item of assessment to pass the module.

Trainees are required to meet the assessable learning outcomes in order to pass the module and proceed to Module ED3IIS. The subject leader/tutor will make the final decision based on the evidence and recommendation of the mentor and ITTCo.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Trainees will keep an E-Portfolio of evidence to help them document their attainment against the curriculum expectations and with a view to progression towards achieving the Teachers’ Standards at the end of the programme. 

Reassessment

Additional costs