ED2TS2-Development of transferable skills through a school placement 2

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Summer & Autumn Terms
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded: ED2TS1 Development of transferable skills through a school placement 1
Placement opportunity: Micro placement
Current from: 2021/2

Module Convenor: Dr Caroline Foulkes
Email: c.s.foulkes@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, ten day placements in June/July in secondary schools in the Reading area will provide work experience in a professional setting.

If no school placement available for 2021-22 due to covid-19 lockdown restrictions, students will work together via Microsoft Teams (if campus not open), to develop their knowledge of key aspects of teaching and learning in the school environment using classroom videos and interviews with teachers.  Sessions will provide opportunities for students to develop a range of transferable skills.

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 students. If covid-19 restrictions prevent working with school children, students will deliver the teaching session to fellow undergraduates, either face to face on campus or via Teams. 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.

Please be aware that once the placement (or education experience) has been completed in June it is not possible to switch from this module in the Autumn Term as students have completed practical activities directly relating to 50% of the mark (Professionalism and portfolio) and that link to activities in the Autumn Term.

Aims:

1. To develop key transferable skills including teamwork, 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 consider whether teaching might be a suitable career.


4. To enable students to share their specialist knowledge with school students, or UG peers if covid-19 restrictions prevent contact with school pupils.


5. To develop the skills needed to review a wide range of selected literature on an educational topic and identify pertinent themes.


6. To investigate an aspect of teaching and learning in depth.

Assessable learning outcomes:

On successful completion of this module, the student will have:

•  Conducted themselves in a professional manner 


•  Reflected on their teaching and learning experiences, drawing on their observations and knowledge of appropriate literature to inform their reflections.


•   Reflected on the development of their transferable skills.


•   Summarised their reflections through poster and oral presentat ions.


•  Written a report on an aspect of teaching and learning, drawing on relevant literature to inform their findings.

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


• The skills necessary to locate relevant literature on a specific topic.

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 two school weeks and take place in June or July. Attendance will be validated by school supervisor’s signature. Whilst in school on placement, st udents will draw on their knowledge of the appropriate literature to inform a reflective log. Students will also identify an aspect of teaching and learning that particularly interests them, investigate this, and write a report on their findings, this will form part of their portfolio. 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 kno wledge 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.

If covid-19 restrictions prevent attendance on placement these modifications will be implemented. Introductory, real-time sessions using Microsoft Teams will introduce students to key teaching and learning issues relevant to schools today, including the role of the teacher. Guidance on the assessments required for this m odule will be provided.  Following group discussion of classroom videos, students will draw on their knowledge of the appropriate literature to inform a reflective log. Students will also identify an aspect of teaching and learning that particularly interests them, investigate this, and write a report on their findings, this will form part of their portfolio. In the autumn, using the learning from their video observations and literature, and supported by seminar sessions, students will plan and deliver a teaching session for small groups of either school pupils or undergraduates, using knowledge from their degree. A poster and oral presentation will then be given to summarise and reflect on their experiences, including the development of their transferable skills, 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 and literature in education; and routes into teaching. Placements will be arranged, usually for pairs of students, in participating schools and will cover a total of ten working days scheduled in June /July (possibly September). 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.

If covid-restrictions prevent attendance on placement these modifications will be implemented. In the Summer Term, Micr osoft Teams seminars will introduce the module and its assessment; key issues and literature in education; and routes into teaching.  Students will work in small groups within Teams to reflect on the effectiveness of practice observed in video footage.  Interviews with teachers will develop understanding of their role and the transferable skills required. Three seminars will be scheduled for the autumn term to support students with preparation and delivery of their teaching activity an d their presentation to peers and tutors.

Timeline:



Part 1 going into part 2



Summer term (usually in week 8, following exams)



Pre-placement, introductory seminars

June/July 



2 weeks school placement or campus/Teams ‘education experience’ group work to support the portfolio assessment.

Autumn term part 2



3 seminars to reflect on teaching and learning experience, prepare for teaching session and poster presentation



Teaching session with school pupils if covid-19 restrictions permit, or to undergraduates during the Autumn term.



Poster presentation assessment during week 9/10.

Contact hours:

	Autumn	Spring	Summer
Seminars	6		10
Project Supervision	1
Practicals classes and workshops	5
Placement			60
Guided independent study:	70		48
Total hours by term	82		118
Total hours for module	200

Summative Assessment Methods:

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: part 1 Reflective log (Autumn term week 2) 20%


2.  Portfolio: part 2 Report (mid September before welcome) 20%

3. Professionalism report 10%

Report on the student’s professional behaviour and engagement

4. Poster presentation (Autumn week 9/10) 50%

Formative assessment methods:

Feedback on aspects of professionalism and transferrable skills such as communication with professional adults and children, will be provided by placement supervisors and tutors. Tutor support for the teaching activity will include feedback on initial teaching plans.



Self-assessment and peer review of reflective log (part 1 of portfolio) and formative feedback from tutor on written report (part 2 of portfolio) will support the portfolio.

Note that the deadline for submitting the report for formative feedback is in July shortly after the second placement week is completed.

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: 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):

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; students will need to have a computer or device capable of working with Blackboard and Microsoft Teams.

6. Travel, accommodation and subsistence - See note below

Travel costs up to £3 per day will be provided by the University.  Schools will normally 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: 13 August 2021