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: Micro placement
Current from: 2020/1

Module Convenor: Ms Amanda Cockayne

Email: a.m.cockayne@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 achievement of the Teachers’ Standards at the expected level at that point in the training.

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 making appropriate progress towards achieving the Part 1 Teachers’ Standards at the expected level at that point in the training, and to be judged as not failing Part 2 of the Teachers’ Standards.

Additional outcomes:

On successful completion trainees will begin 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 30 days of placement in school supported by a visit by their university tutor

Contact hours:

	Autumn	Spring	Summer
Tutorials	10
Practicals classes and workshops	20
Work-based learning	140
Guided independent study:	30
Total hours by term	200
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 will keep a school experience file containing evidence of their achievement of the Teachers’ Standards. At the end of the placement, trainee’s practice will be assessed by their mentors and tutors (university and school) with reference to the Teachers’ Standards and 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.

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:

Trainees are required to meet the assessable learning outcomes and show potential towards achieving the Standards in order to pass the module and to proceed to Module ED3….. (Guided teaching PGPrimary) as judged by the mentor/ITTCO or tutor.  Those students identified as making insufficient progress at an interim 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. 

Additional Costs (specified where applicable):

Cost	Amount
Required text books
Specialist equipment or materials
Specialist clothing, footwear or headgear	Trainees will need appropriate clothing to teach PE
Printing and binding
Computers and devices with a particular specification	A PC/laptop/tablet is essential for the planning process
Travel, accommodation and subsistence	Travel to placement

Last updated: 4 April 2020