ED3PTIS-Independent Teaching (Secondary)

Module Provider: Institute of Education
Number of credits: 60 [30 ECTS credits]
Level:6
Terms in which taught: Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites: Co-requisite: Must have passed ED3PTSS and ED3PTGS
Co-requisites: ED3PTSS Shared Teaching (Secondary) and ED3PTGS Guided Teaching (Secondary)
Modules excluded:
Placement opportunity: Mini placement
Current from: 2021/2

Module Convenor: Mr William Bailey-Watson
Email: w.baileywatson@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 experience so that they are able to meet the Teachers’ Standards at a high level. For trainees who are judged to be making strong progress towards the standards, there will be opportunities to enrich this experience by undertaking a special project by arrangement with the placement school. 

Aims:

• To develop and demonstrate achievement of Teachers’ Standards


• To consolidate and / or enrich school experience


• To build on and further develop trainees understanding of the roles and responsibilities of teachers and other professionals involved in education in relation to continuing professional development.

Assessable learning outcomes:

• To demonstrate and provide evidence of having achieved the Teachers’ Standards


• Demonstrating through their teaching a systematic understanding of teaching and learning


• An ability to deploy established approaches to teaching and learning


• Conceptual understanding that both informs the student’s own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers).


• An appreciation of the debates about a range of issues relating to teaching and the ability to engage with these debates professionally.


• The ability of students to take responsibility for their own development as teachers through reflective practice.

Additional outcomes:

Experience of education / learning in alternative settings 

Outline content:

This module will be spent mainly at the placement school under the supervision of a school-based mentor. During the final week, trainees will return to the University to reflect upon their experience and identify opportunities and needs for further development

Brief description of teaching and learning methods:

School experience will involve: observation, teaching individuals, small groups and whole classes, participating in whole school life, undertaking teachers’ pastoral responsibilities, mentoring, school based professional studies sessions. Trainees will be supported in school by a mentor, an ITTCo and visited by a university tutor.



Trainees who are assessed as having achieved the Teachers’ Standards at a high level may be offered the opportunity to enrich t heir studies by undertaking a special project, The nature of this will be negotiated between the trainee and their placement school, and may involve work at other locations (such as feeder primary schools, local special schools or pupil referral units) or their placement school. This project will be designed to provide further opportunities for the trainees to demonstrate achievement against the Teachers’ Standards and to enhance their understanding of educational settings.



The final week will involve lectures, seminars and tutorials at the University, with the possibility of further enrichment activities.



In addition to the taught hours shown below, students will be provided with a minimum of 40 days of placement in school supported by a visit by their university tutor.

Contact hours:

	Autumn	Spring	Summer
Seminars		12	12
Total hours by term		12	12
Total hours for module	600

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

This module will contribute to the trainee’s ability to meet the Teachers’ Standards. 

On successful completion of this module, eligible trainees will be recommended to the Department of Education for the award of Qualified Teacher Status.

Formative assessment methods:

Trainees will keep a school experience file and a Portfolio of evidence to help them document having achieved the Teachers’ standards. 

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 need to meet all of the Teachers’ standards in order to pass this module. 

Reassessment arrangements:

Trainees who have not met the Standards may have the opportunity for one resit of the placement. This will take place during the autumn term immediately following the end of the programme. 

Additional Costs (specified where applicable):

1) Required text books: Our aim in training excellent teachers is to ground practice in understanding as the basis for lifelong career development. In order to provide a research-based foundation for all aspects of the programme, we have adopted the following books as common texts:

• Andrew Pollard, (2014). Reflective teaching in schools (4th ed.). London: Bloomsbury. ISBN: 1441191704 Price: £24.99


• Andrew Pollard (Ed.), (2014). Readings for reflective teaching in schools (2nd ed.). London: Bloomsbury. ISBN: 1472509749 Price: £24.99


• Reflective teaching in schools and its companion volume of source readings will form a background to all aspects of the training. In particular, the framework for teacher expertise (pages 448-9) will be used to map all aspects of the programme – at the University and in Schools – in order to ensure coherence. This framework is available online at: http://reflectiveteaching.co.uk/deepening-expertise/conceptual-framework/. Available at the library to download.

2) Specialist equipment or materials: None

3) Specialist clothing, footwear or headgear: None

4) Printing and binding: None

5) Computers and devices with a particular specification: None

6) Travel, accommodation and subsistence:

• Student cover cost of transport to and from the placement school for three placement blocks.


• English – optional trips to the Globe Theatre


• History - £65 membership for 2 years of the Historical Association


• Design and Technology Students are required to pay for a Health And Safety Certificate at £25


• Additional optional PE coaching course costs.

Last updated: 26 October 2021