ED3PGG-Guided teaching PGPrimary
Module Provider: Institute of Education
Number of credits: 40 [20 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Placement opportunity: Micro placement
Current from: 2020/1
Email: a.m.cockayne@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 contrasting school and phase to that of the Shared (Autumn) school experience, extending and consolidating their learning in the previous module in order to enable them to develop their understanding and demonstrate achievement of the Teachers’ Standards at the level expected of a trainee at that point in the training programme.
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 at the level expected of a trainee at that point in the training programme.
Assessable learning outcomes:
On successful completion trainees will be able to:
Demonstrate and provide evidence of achieving the Part 1 Teachers’ Standards at the level expected of a trainee at that point in the training programme, and to be judged as not failing Part 2 of the Teachers’ Standards.
Additional outcomes:
On successful completion trainees will be developing their confidence to:
- 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.
In addition to the taught hours shown below, students will be provided with a minimum of 40 days on placement in school supported by a visit by their university tutor.
| Autumn | Spring | Summer | |
| Practicals classes and workshops | 33 | ||
| Guided independent study: | 367 | ||
| Total hours by term | 400 | ||
| Total hours for module | 400 |
| 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. At the end of the Guided (Spring) placement, their evidence is summatively assessed by their mentors and tutors (university and school) with regard to expectations at that point in the placement
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.
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. 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 Guided (Spring) placement will not progress to the Independent (Summer) placement; instead they will resit during the next placement opportunity and normally undertake their Independent (Summer) placement during the Autumn term in the next academic year.
Additional Costs (specified where applicable):
Cost | Amount |
|
|
|
|
| Trainees will need appropriate clothing to teach PE |
|
|
| A PC/laptop/tablet is essential for the planning process |
| Travel to placement |
Last updated: 4 April 2020
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.