ED3TS3-Development of transferable skills through a school placement 3
Module Provider: Institute of Education
Number of credits: 10 [5 ECTS credits]
Level:6
Terms in which taught: Summer & Autumn Terms
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Placement opportunity: Micro placement
Current from: 2019/0
Email: j.thomson@reading.ac.uk
Type of module:
Summary module description:
This module enables undergraduate students to develop key transferable skills needed for employment, and also provides outreach experience. Following specialist training on key aspects of working in schools, five day placements in June/July in secondary schools in the Reading area will provide work experience in a professional setting. In the autumn, students will build on the knowledge and transferable skills acquired in order to plan and deliver, with colleagues, a teaching session that shares knowledge of their degree specialism with small groups of school pupils. Students will reflect on, and share, their experiences with their colleagues. Assessment will be by coursework, and placement supervisor report on professionalism and engagement.
Students will be selected by application and interview.
Aims:
1. To develop key transferable skills including team-work, communication and organisational skills, creativity, and resourcefulness in order to enhance employability.
2. To develop reflection, drawing on both personal experience and educational literature.
3. To familiarise students with a professional work environment, and provide opportunities for students to reflect on the skills needed by teachers, and whether their own skill set might be appropriate.
4. To enable students to share their specialist knowledge with school pupils.
5. To critically evaluate practice observed in schools, and their own practice, using educational literature to inform their arguments
6. To critically evaluate sources of information.
Assessable learning outcomes:
On successful completion of this module, the student will have:
? Conducted themselves in a professional manner in a school
? Reflected on their school and teaching experiences, drawing on their knowledge of appropriate literature to critically evaluate these experiences
? Reflected on the development of their transferable skills
? Summarised their reflections, including reflecting on the skills needed by teachers and implications for their own career path, through poster and oral presentations.
? Critically evaluated the literature sources used to inform their reflections
Additional outcomes:
The module also aims to develop:
? IT skills through use of online resources and presentation technologies
? An understanding of some of the challenges and rewards of teaching as a profession in order to inform later career decisions
? A wide range of other presentational, organisational and interpersonal skills readily transferable to other areas of employment besides teaching
Outline content:
Following acceptance for the module through successful application and interview, and a successful Disclosure and Barring Service (DBS) check, taught seminar sessions designed to prepare students for the school placement and assessable outcomes take place in June. Placements, which are unpaid, will be organised by the module convenor, last for one school week and take place in June or July. Attendance will be validated by school supervisor’s signature. Whilst in school on placement, students will draw on their knowledge of the appropriate literature to inform a reflective log. In the autumn, using the learning from their observations in school and literature, and supported by seminar sessions, students will plan and deliver a teaching session for small groups of school pupils, using knowledge from their degree. A poster and oral presentation will then be given to summarise and reflect on their experiences, and shared with their peers/tutors.
Global context:
The teaching sessions for small groups of school pupils will be based on overarching themes with a global context such as food supply issues. These sessions will provide opportunities for increased awareness of the range of courses available at the University of Reading.
Brief description of teaching and learning methods:
In the Summer Term, pre-placement seminars will introduce the module and its assessment, the organisation and supervision of placements, working in a school environment, key issues in education, and routes into teaching. Placements will be arranged, usually for pairs of students, in participating schools and will cover a total of five working days scheduled in June /July. Discussions with supervisors will provide opportunities for reflection on transferable skills and also aspects of teaching and learning. Students will need to allow sufficient time for independent study during their placement period to keep their daily journal up to date. Three seminars will be scheduled for the autumn term to support students with preparation and delivery of their teaching activity and their presentation to peers and tutors.
Timeline:
Part 2 going into part 3
Week 8 of summer term (following exams)
Pre-placement seminars
June/July
1 week school placement
Autumn term part 3
3 seminars to reflect on school experience, prepare for teaching session and poster presentation
Teaching session with school pupils during the Autumn term
Poster presentation assessment during week 8/9
| Autumn | Spring | Summer | |
| Seminars | 6 | 8 | |
| Project Supervision | 1 | ||
| Practicals classes and workshops | 5 | ||
| Placement | 30 | ||
| Guided independent study: | 26 | 24 | |
| Total hours by term | 38 | 62 | |
| Total hours for module | 100 |
| Method | Percentage |
| Portfolio | 40 |
| Oral assessment and presentation | 50 |
| Practical skills assessment | 10 |
Summative assessment- Examinations:
Summative assessment- Coursework and in-class tests:
1. Portfolio: reflective log (Autumn term week 2) 40%
2. Placement report 10%
Placement supervisors will report on the student’s professional behaviour and engagement
3. Poster presentation (Autumn week 8/9) 50%
Formative assessment methods:
Feedback on aspects of professionalism and transferrable skills such as communication skills will be provided by placement supervisors and tutors. Tutor support for the teaching activity will include feedback on initial teaching plans.
Peer feedback of reflective will support the portfolio.
Penalties for late submission:
The Module Convener will apply the following penalties for work submitted late:
The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/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:
Satisfactory attendance during the placement. Pass mark of 40% overall.
Reassessment arrangements:
It is not possible to retake this module in the same format. If a student fails the overall module, the student will be asked to re-submit the portfolio and poster presentation, but the mark will be capped at 40% according to University rules. The re-submission date will be within 2 months of receipt of the result.
Additional Costs (specified where applicable):
Cost
Amount
1. Required text books
2. Specialist equipment or materials
3. Specialist clothing, footwear or headgear
4. Printing and binding - £10.00
5. Computers and devices with a particular specification
6. Travel, accommodation and subsistence - See note below
Travel costs up to £3 per day will be provided by the University. Schools will normally be within a 15 mile radius of the Whiteknights campus. DBS costs up to £44 plus admin fee will be paid by the University.
Last updated: 8 April 2019
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.