ED3GIP: Guided Implementation (Primary)

Module code: ED3GIP

Module provider: Institute of Education

Credits: 40

Level: Level 3 (Honours)

When you'll be taught: Semester 1 / 2

Module convenor: Mrs Scarlett Murphy, email: s.l.e.murphy@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE ED3SIP AND TAKE ED3IIP (Compulsory)

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

Module(s) excluded:

Placement information: Mini placement

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This is the second of 3 school experience modules. It provides trainees with experiences of teaching and learning in a contrasting school and phase to that of the Shared (Autumn) school experience, extending and consolidating their learning in the previous module in order to demonstrate the knowledge, attributes, skills and understanding to become a qualified teacher. 

Aims: 

• To continue to gain insight and understanding of the requirements for good teaching 
• To develop the professional attributes, professional knowledge and understanding, and professional skills required of teachers 
• To gain experience of working with individuals, small groups and the whole class both within an across sequences of lessons, taking increasing responsibility for learning 

Module learning outcomes

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

1. Demonstrate and provide evidence of making appropriate progress towards expected outcomes against the programme ITE curriculum as illustrated by the ED3GIP formative assessment points, and to be judged as not failing appropriate standards of professional and personal conduct. 
2. Demonstrate through their teaching a systematic understanding of teaching and learning 
3. Show evidence-informed understanding that both informs the trainee’s own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers). 
4. Deploy established approaches to teaching and learning. 
5. 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). 
6. Appreciate the debates about a range of issues relating to teaching and the ability to engage with these debates professionally and take responsibility for their own development as teachers through reflective practice. 

Students will also be able to continue working towards demonstrating proficiency in the fundamental skills in literacy and numeracy. 

Module 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. 

Trainees would be expected to put into practice all they have learnt with regard to global awareness into their school experiences. 

Structure

Teaching and learning methods

School experience: observation, guided planning, teaching small groups and whole classes, participating in whole school life, undertaking and discussing teachers’ pastoral responsibilities, mentoring, school-based training. Trainees will be supported in school by a mentor, an Initial Teacher Training Co-ordinator (ITTCo) and supported in school by a university tutor. During this ‘guided implementation’ phase there will be emphasis on co-construction of planning and guided teaching and evaluation.  

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

Students will be provided with a minimum of 35 days on placement in school supported in school by their university tutor. 

Study hours

At least 60 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

This module is marked on a pass/fail basis. Students must pass each item of assessment to pass the module.

Trainees are required to meet the assessable learning outcomes in order to pass the module and to proceed to Module ED3IIP (Independent Implementation Primary) as judged by the mentor/ITTCO or supervising tutor. Those students identified as making insufficient progress at an assessment board will be visited by an internal moderator who will be asked to confirm whether they should be able to progress.

Summative assessment

Penalties for late submission of summative assessment

There are no penalties for later submission as assessments are organised through School visits and do not extend past the end of the placement.

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.

Formative assessments comprise a combination of lesson observations, e-portfolio scrutiny and dialogue between trainee, mentor/ITTCO and university supervising tutor. Students are expected to complete a progress review form addressing how they have met the assessable learning outcomes and curriculum for the module. 

Reassessment

Additional costs