ED2PSP2: Professional Studies and School Placement 2

Module code: ED2PSP2

Module provider: Institute of Education

Credits: 40

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1 / 2

Module convenor: Mr Mark Aitchison, email: mark.aitchison@reading.ac.uk

Module co-convenor: Miss Cara Broadhurst, email: c.broadhurst@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE ED1PSP1 OR ( TAKE ED1PS1 AND TAKE ED1SX1 ) (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: Micro placement

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 29 August 2024

Overview

Module aims and purpose

This module builds on ED1PSP1 as the students continue their journey towards QTS. The university-based content again provides a basis for students to be successful on the school placement element of the module, where they will observe, explore and apply what they have learned. The module develops the understanding that was nurtured in Part 1 of the role of the teacher, with particular focus on pedagogy. At the same time the importance of an evidence base supporting teachers’ decisions is explored. As in ED1PSP1, the role of the student as a reflective practitioner underpins the whole module as students are required to critically review their own and others’ practice. The aims are therefore to: 

• Develop understanding of curriculum design principles when planning for progression over a sequence of learning. 
• Enable students to be able to plan effective sequences of learning. 
• Support students to understand and use a range of assessment strategies in a responsive way in the classroom. 
• Ensure Level 1 safeguarding practice is embedded in the responses of students to pupils. 
• To refine understanding and skills in managing pupil behaviour in a firm but compassionate way.  
• Support students to become reflective practitioners with the ability to critique their own and others’ practice. 
• Ensure students are able to self-organise and manage workload relating to the classroom practice of a trainee teacher. 
• To ensure that the link between evidence-informed practice, teacher accountability and pupil progress is explored.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Meet the Year 2 Assessment Descriptors for the five strands of our Initial Teacher Education (ITE) curriculum, in the areas of:
   1. Strand A – Expectations and Behaviour
   2. Strand B – Pedagogy
   3. Strand C – Curriculum
   4. Strand D – Assessment
   5. Strand E – Professional Behaviours and Wellbeing

Module content

All five ITE strands are explored, with strands C and D now gaining greater prominence. Students become skilled at planning for progression across sequences of lessons and learn how to craft a creative and innovative curriculum experience, drawing on the National Curriculum and beyond. Assessment is established as key to effective learning and is explored as a tool that will develop the students into more responsive teachers. Ways of using assessment thoughtfully to create a positive classroom learning culture are also discussed. Students explore their legal responsibilities, including safeguarding, and their continuing behaviour management training links to this and the role of trauma as an influence on behaviour. The placement at an assigned primary school comes near the end of the module and is designed to allow students to apply their learning in a real classroom context. 

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design. 

Structure

Teaching and learning methods

This module is predominantly taught through face-to-face large group sessions which include some lecture style presentation and also small group tasks and discussion. There is an expectation that some small preparatory or background reading tasks will be completed outside of sessions. Some content is reserved for students to work through digitally at their own pace, e.g. screencasts or readings. A seven-week QTS block school placement starting during the Spring term is well placed for students to put theory into practice. 

Students should pay £2.50 per day towards the costs of reaching their placement. The remainder of the costs (minus usual daily travel 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. 

Study hours

At least 30 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A mark of 40% in the written assignment
2. An overall module mark of 40%

To be eligible to undertake the QTS placement element of ED3PSP3 in Part 3, they must pass the placement element as well.

Summative assessment

Penalties for late submission of summative assessment

Placement

Students only continue the placement after the submission date if required to do so by the module convenor, because an exceptional circumstance earlier in the placement caused them to be absent and affected their progression. Late finishers will therefore have programme approval and an approved ECF for any late submission.

Written assignment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

A range of activities are carried out in sessions for immediate feedback. During the creation of their medium-term plan, groups will regularly receive peer and tutor feedback. 

Reassessment

Additional costs