ED3SX1-School Experience 3

Module Provider: Institute of Education
Number of credits: 0 [0 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: ED3PI1 Professional Studies and Inclusion
Modules excluded:
Current from: 2021/2

Module Convenor: Miss Cara Broadhurst
Email: c.broadhurst@reading.ac.uk

Type of module:

Summary module description:

This is the third of three school experience modules. It provides students with the opportunity to build on Year 1 and 2 placement learning and to establish themselves fully in the role of a class teacher so that they are able to meet the Teachers’ Standards at a high level. ED3PI1, Professional Studies and Inclusion, is a co-requisite as it prepares students for the placement throughout the autumn term, and, in the summer term, builds on the learning  to inform transition to Early Career Teacher status. 

Aims:

• To develop, at an appropriate level, the pastoral understanding, pedagogical skills, professional knowledge and criticality required of teachers.  


• To develop further as an inclusive and intentional teacher who applies research to practice.


• To develop the professional behaviours, standards and pro-activity expected of teachers, including the ability to take responsibility for their individual path of development.


• To satisfy the national requirements for Qualified Teacher Status as described in the Teacher’s Standards.

Assessable learning outcomes:

On successful completion of the module, students will be able to:

• demonstrate they have achieved all of the national Teachers’ Standards.

Additional outcomes:

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

Outline content:

The co-requisite module, ED3PI1, is drawn on so that content introduced there is explored on school placement. Key aspects include: statutory frameworks and safeguarding; SEND and inclusion; interventions; summative tracking; behaviour management; deployment of teaching assistants; working with parents; reporting to leaders and parents; Relationships, Sex and Health Education; and planning for professional development. Subject specific content such as that introduced in the modules listed bel ow is also explored.

Brief description of teaching and learning methods:

The student will work alongside an experienced teacher and will implement the ideas and principles met during the taught modules ED3PI1, ED3AC1, ED3AC2, ED3AC3, ED3AC4, ED3EM1 and ED3SP1 ED2PF1as well as drawing on the practice of their school. They will learn through: discussion; reflection; supported and unsupported observation of experienced teachers; mentor feedback; and gaining practical experience of teaching the whole class. They will also participate in wider school life and show enga gement with supporting pastoral concerns. The placement school experience involves one week in the spring term linked to SEND and an 8-week block school placement in the autumn and spring terms. Students also complete 5 enrichment days in school linked to their targets and professional interests. Students will be supported in school by a mentor, an Initial Teacher Training Co-ordinator (ITTCo) and a university supervising tutor.

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

This will be established through review of placement performance, preparation of an ‘Evidence Claim’ and a discussion with the student.

Unless there are exceptional or extenuating circumstances, the student is expected to take on the role of class teacher for 80% of the available timetable for a minimum of three weeks.

Formative assessment methods:

These are a combination of lesson observations, e-portfolio scrutiny and dialogue between student, mentor, ITTCo and university supervising tutor. Those students identified as making limited progress may also receive additional support from a Programme Director or a different tutor. At the end of the placement, discussion about how well each milestone has been met will result in formative feedback and targets being set.

Student engagement and attendance on the week-long SEND placement will also be monitored and feedback given. 

Penalties for late submission:

Attendance at school placement is mandatory, as is meeting the requirements of the Professional Development Portfolio (the ‘e-portfolio’) and the placement school's professional routines and deadlines. Absence from placement can be taken for illness and be self-certified for up to one week. Any longer absences must be granted by an Extenuating Circumstances Form (ECF) and when the ECF runs out the student must return to placement. In the event of a student missing placement for an unauthorised reason the Module Convenor will review the circumstances and a Fail grade may be recorded.

Assessment requirements for a pass:

Students are required to meet the Assessable Learning Outcome for the module as documented above. This module is Pass/Fail only.

Reassessment arrangements:
Resit of part, or whole, of the placement.

Additional Costs (specified where applicable):

1) Required text books:  None

2) Specialist equipment or materials:  None

3) Specialist clothing, footwear or headgear:  No specialist clothing is required for this module, although students should be mindful that overly casual clothing will not be acceptable in the professional placement environment.

4) Printing and binding:  None

5) Computers and devices with a particular specification:  None

6) Travel, accommodation and subsistence:  Students are expected to pay £2.50 per day towards the travel costs of reaching their placement school. The remainder of the costs can be claimed back from the university but only based on economy mileage or if standard class transport has been used and the cheapest ticket obtained. Students should expect to pay the cost ‘up front’ and claim back at the end of the placement.

Last updated: 27 July 2021