ED3PGI-Independent teaching PGPrimary

Module Provider: Institute of Education
Number of credits: 60 [30 ECTS credits]
Level:6
Terms in which taught: Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Placement opportunity: Micro placement
Current from: 2021/2

Module Convenor: Mrs Scarlett Murphy
Email: s.l.e.murphy@reading.ac.uk

Type of module:

Summary module description:

This is the third of 3 school experience modules. It provides trainees with the opportunity to extend and consolidate their school experiences so that they are able demonstrate the knowledge, attributes, skills and understanding to become a qualified teacher and   to meet the Teachers’ Standards with regard to expectations at the end of an ITT programme so that a recommendation for QTS can be made.  

Aims:

• To understand the requirements for good teaching


• To demonstrate the professional attributes, professional knowledge and understanding, and professional skills required of teachers


• To confidently work with individuals, small groups and the whole class

Assessable learning outcomes:

On successful completion trainees will be able to:

Demonstrate and provide evidence of achieving the Part 1 Teachers’ Standards at the expected level with regard to expectations at the end of an ITT programme for the recommendation for QTS, and to be judged as not failing Part 2 of the Teachers’ Standards.

On successful completion trainees will:

• 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.

Additional outcomes:

To demonstrate proficiency in the fundamental skills in literacy and numeracy.

Outline content:

Evidence-informed practice, relationships with children and young people, professional behaviours, how children learn and child development, statutory frameworks and safeguarding, personal professional development and reflective practice, teaching and learning, subject, curricular and pedagogical knowledge and curriculum design; inclusion, planning, teaching, assessing, giving feedback, , 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 supported in school by a university tutor.

University teaching: Whole-cohort lectures, subject and professional studies sessions, tutorials and guided independent study

In addition to the taught hours shown below, students will be provided with a minimum of 45 days on placement in school supported by a visit by their university tutor.

Contact hours:

	Autumn	Spring	Summer
Tutorials			20
Practicals classes and workshops			30
Work-based learning			300
Guided independent study:
Wider reading (independent)			35
Advance preparation for classes			115
Reflection			100
Total hours by term	0	0	600
Total hours for module	600

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

At the end of the Independent (Summer) placement, their evidence is summatively assessed by their mentors and tutors (university and school) with regard to expectations at the end of an ITT programme and the award of QTS.

Formative assessment methods:

Formative assessments comprise a combination of lesson observations, ePortfolio scrutiny and dialogue between trainee, mentor/ITTCO and university tutor.

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:

Trainees are required to meet the assessable learning outcomes in order to pass the module and receive QTS as judged by the mentor/ITTCO or supervising 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 failing the Independent (Summer) placement will pass the programme and will not be recommended for QTS.   Instead they will resit the placement at the next opportunity, normally during the Autumn term in the next academic year.

Additional Costs (specified where applicable):

1) Required text books: None

2) Specialist equipment or materials: None

3) Specialist clothing, footwear or headgear: Trainees will need appropriate clothing to teach PE 

4) Printing and binding: None

5) Computers and devices with a particular specification: A PC/laptop/tablet is essential for the planning process 

6) Travel, accommodation and subsistence: Travel to placement 

Last updated: 25 October 2021