ED3TS4-Development of transferable skills through a school placement 4

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
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 or ED2TS2 Development of transferable skills through a school placement 2 or ED3TS3 Development of transferable skills through a school placement 3
Placement opportunity: Micro placement
Current from: 2022/3

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.

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 pupils. 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 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 team-work, 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 reflect on the skills needed by teachers, and whether their own skill set might be appropriate.


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


5. To critically evaluate practice observed in schools, and their own practice, using educational literature to inform their arguments


6. To develop the skills needed to select and review appropriate literature on an educational topic and identify pertinent themes.


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


8. To critically evaluate sources of information.

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 knowledge of appropriate literature to critically evaluate these experiences


• Reflected on the development of their transferable skills


• Summarised their reflections, including reflecting on the skills needed by teachers and implications for their own career path, through poster and oral presentations, responding effectively to questions  from the audience.


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


• Critically evaluated the sources of information used to inform their work

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 presentation, 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, 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 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 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 Discussions with supervisors will provide opportunities for reflection on transferable skills and also aspect s 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.

Timeline:

Part 2 going into part 3

Week 8 of summer term (following exams)

Pre-placement, introductory seminars

June/July

2 week school placement group work to support the portfolio assessment.

Autumn term part 3

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

Teaching session with school pupils 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 skills 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 and formative feedback from tutor on written report 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: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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 be 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: 22 September 2022