ED3IIP: Independent Implementation (Primary)

Module code: ED3IIP

Module provider: Institute of Education

Credits: 40

Level: Level 3 (Honours)

When you'll be taught: Semester 2 / Summer

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 ED3GIP (Compulsory)

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: 21 May 2024

Overview

Module aims and purpose

This is the third of 3 school experience modules. It provides trainees with the opportunity to extend and consolidate their school experiences so that they are able demonstrate the knowledge, attributes, skills and understanding to become a qualified teacher and  to meet the Teachers’ Standards with regard to expectations at the end of an ITT programme so that a recommendation for QTS can be made. 

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 professional attributes, roles and responsibilities of teachers and other professionals involved in education. 
• To confidently work with individuals, small groups and the whole class 

Module learning outcomes

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

1. Demonstrate and provide evidence of achieving both Part 1 and Part 2 of the Teachers’ Standards at the expected level with regard to expectations at the end of an ITT programme for the recommendation for QTS. 
2. Demonstrate through their teaching a systematic understanding of teaching, learning and the wider role of the teacher 
3. Demonstrate insight into the role of the SEND teacher, 3-7 teacher or subject leader as befitting their chosen pathway 
4. 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). 
5. Show insight into the debates about a range of issues relating to teaching and the ability to engage with these debates professionally 
6. Take responsibility for their own development as a teacher through reflective practice and  demonstrate proficiency in the fundamental skills in literacy and numeracy. 

Module content

This module will predominantly be spent at the placement school under the supervision of a school-based mentor.  University-based training will focus upon deepening and enriching trainee knowledge and understanding of professional studies, pedagogy and subject knowledge. 

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, teaching individuals, small groups and whole classes, participating in whole school life, observing teachers’ pastoral responsibilities, mentoring, school-based training sessions. Trainees will be supported in school by a mentor, an Initial Teacher Training Co-ordinator (ITTCo) and supported in school by a university tutor. 

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 40 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 as judged by the mentor/ITTCO or supervising tutor.  Those students identified as making insufficient progress at an interim assessment board will be visited by an internal moderator and may be visited by an External Examiner.

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